A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
Extended abstract:
Sebba, Judy Sachder, Darshan What works in inclusive education? Barnardo's 1997
Summary
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
Context
Within the last 30 years there has been a shift from a 'medical' model of education, in which its purpose was seen as to minimise or eradicate difficulties and disabilities. A more interactive approach, developed in the 1980s, required the school to provide sufficient support to enable the pupil to cope with the demands resulting from a mismatch between individual characteristics and the demands of the organisation and curriculum. A third model in the 1990s proposed that difficulties and disabilities were acknowledged and support or adaptation provided but also that the difficulties should stimulate consideration of limitations in the current provision, or whole-school improvement.
Method
Contents
The review addresses the questions
How do legislation and policy influence developments in inclusive education?
What forms of school organisation are recommended?
What forms of classroom practice are recommended?
What is the impact of inclusive education?
What do studies of exclusion suggest about developing inclusive education?
What happens before and after school?
Findings
The factor which emerged as having greatest impact on the effective inclusive education of pupils with learning difficulties or disabilities was seen to be the expectations of staff, parents and pupils. The effectiveness of support appears to be more closely related to how it is organised, planned and monitored than the overall amount of it. Where teachers set examples of valuing difference the pupils respond by interacting more openly with each other. It appears that inclusive education benefits the academic achievement of pupils with learning difficulties and disabilities. The experience of inclusive education (rather than undergoing training) is the single most powerful influence on teacher development in inclusive practice.
144 references
Subject terms:
inclusive education, learning disabilities, physical disabilities, school children, schools, special education, children, education;