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2. Rationale
2.1 Re-defining what we mean by inclusion
The underpinning philosophy for the Strategy for inclusion stems from the department's overarching policy, Raising achievement for all, in, for example, the principle that 'all individuals are of equal worth and have equal rights to have their needs met and their potential developed'. It is also fundamental to the policy that 'a positive inclusive ethos supports achievement for all'. However the range and complexity of the various approaches to 'inclusion' adopted in recent years has meant that the term has come to mean different things to different groups. The drawing up of a strategy document provides the opportunity to say what we mean by 'inclusion' and to place it at the centre of departmental policy.
2.2 The need for a co-ordinated approach
Children and young people find themselves marginalised and excluded from the benefits of a well-rounded education for many different reasons, and the legislative framework referred to sets a proportionately challenging agenda for action. In the education department we have already embarked on a plethora of initiatives designed to help young people who are looked after and accommodated, who have communication, physical or learning difficulties, who have social, emotional or behavioural problems, or who come from low-income families within deprived communities. While every one of these initiatives is already reaping benefits for pupils, parents and carers and staff, unless we co-ordinate these activities we run the risk not only of wasting resources, but of seeing what we do as solving a series of problems rather than as developing a truly inclusive approach to education which will benefit all pupils.
2.3 Setting out principles which will guide the strategy
If all pupils, parents and staff are to benefit from a more inclusive approach, it is vital that the strategy is underpinned by a set of core principles which will inform action not just in respect of readily identifiable 'hard to reach' groups, but in respect of our approach to what we currently see as 'mainstream' education. These will include the principles of recognising and accepting diversity, and the importance of collaborative working in order to meet the needs of all our young people.
2.4 Setting a framework and timescale for action
It is important to recognise that 'good education' is by definition inclusive and that examples of inclusive practice therefore already abound within the system: in classrooms, in schools and centres, and in the community. The best efforts of teachers, support staff and parents, however, have often been constrained by lack of resources, or by systems and structures which may have been far from enabling. It is vital at this point in our journey towards an inclusive education service, that we take stock of the good things already happening, reflect on how we can best remove barriers and promote good practice, and set ourselves a framework and timescale for action which is realistic, achievable and not only meets our statutory obligations, but helps us fulfil our stated aspirations for 'achievement for all' within an inclusive education system.
2.5 Considering the resource implications and how these will be met
In similar vein, an important part of the strategy will be a consideration of how existing and additional resources can be more effectively and imaginatively used to promote inclusion in all its aspects. Since as has been clearly signaled, inclusion is for all pupils, it is essential that mainstream resources are targeted more effectively to support the processes which will help bring about inclusion. Equally, it is vital that any additional resources are used in a way which brings most direct and long-lasting benefit to young people and their families. Integrated Community Schools will be the mechanism for ensuring that decisions made at local level are in tune with local needs.
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