Strategy for inclusion - vision for an inclusive Education service 3.1-3.2

3.2  Drawing together disparate approaches to inclusion

While schools and centres have worked very hard over the years to make inclusion a reality, it has often been difficult to provide the curriculum and support necessary for all students to feel they were truly valued as part of the school community. In recognition of these constraints, a number of separate initiatives and programmes have been designed specifically for particular groups of children and young people. For the most part, these have not only proved successful, but have influenced mainstream thinking and practice.

3.2.1

Developing an inclusive approach to education requires both a shift in mindset towards such initiatives, and a change in the way provision is organised, resourced and delivered. That individual groups of students are identified as having additional support needs and that efforts are made to meet these needs is a major strength of the system, but an inclusive approach to education requires such additional support to be regarded not as a 'bonus' but as an entitlement, with a presumption that mainstream education will be provided as a matter of course. It follows that where particular individuals or groups of students are identified as requiring additional support, whether this relates to home background, ability levels or physical, sensory, learning or behaviour needs, action to meet these needs should be regarded as part and parcel of what the school offers to help all of its pupils achieve.

3.2.2

While it is recognised that this sets a challenging agenda for both schools or centres and individual teachers, and has considerable resource implications, there are many benefits in drawing disparate initiatives together in this way. It is central tenet of this strategy that all pupils benefit from inclusive approaches to learning. Efforts made to include alienated or disaffected pupils by altering the curriculum or introducing positive approaches to discipline will help create a learning environment in which all young people can flourish. Establishing learning support systems which are both robust and flexible enough to encompass a wide range of needs will similarly benefit pupils who may appear to be 'coping' but who will from time to time encounter difficulties and setbacks. Meeting the entitlement of all young people, including those with disabilities, to attend their local mainstream early years centre or school will enrich the educational experience of all pupils, and will thus help create a more tolerant and understanding society.

3.2.3

Bringing together discrete initiatives relating, for example, to behaviour, the achievement of looked after children, curriculum flexibility and the presumption of mainstreaming as part of a cohesive strategy will thus not only strengthen the ability of the school or centre to better meet the needs of all its pupils, but will reinforce the view of the school or centre as a learning community in which everyone is valued and helped to achieve. It is vital that any residual sense of the school as a place where people either fit in or go elsewhere disappears, and that staff, pupils and parents are encouraged to work together to create a more inclusive, accepting, flexible learning environment.