Schools sequences and discussion points
This material shows current developments in a number of schools across Scotland. What is offer here provides a focus for discussion and the analysis of key issues, which, inturn, should inform the development of policy and practice.
None of the schools would claim to have achieved 'inclusion' but all are highly committed to and engaged in the process of becoming increasingly inclusive.
There are seven sections, each of which features a particular school. Each school has chosen to highlight specific issues and aspects of their developing policy and practice.
Within each section there are a number of marked discussion points. At each of these discussion points we have highlighted the key themes and the most significant issues. this is not intended to constrain discussion but to help provide a focus for a manageable exploration of the issues and their implications.
Stranraer Academy:
No turning back
This is a large secondary school in a coastal town with a large rural hinterland. The school makes provision for a wide range of additional support needs including those with severe and complex special educational needs and those with significant social, emotional and behavioural difficulties.
The discussion highlights the importance of a clear vision for and commitment to inclusion and the implications of that for developing policy and practice. There is a particular focus on building the bridges between special units and the mainstream and seeking to create a context for inclusion. This discussion also draws in the views of parents and learners and the experience of a community.
Discussion point 1.1Key themes
- The right to belong
- Creating an enabling environment for all
- The aspirations of parents and families
Key themes
- Preparing for inclusion: severe and complex additional learning needs
- Attitudes: pulling down the walls
- Inclusion: the right of 'ALL' - even .....?
Key themes
(Please note this section focuses on addressing the needs of those with social, emotional and behavioural difficulties.)
- Increasing participation
- A framework for support
- Ethos and policy - flexibility and responsiveness
Marlpool Special School:
Making connections-opening doors
This is an urban special school which provides for both primary and secondary aged learners with a range of special educational needs. The sequence provides an insight into the experience of both learners and teachers as they have sought to broaden the curriculum through links with mainstream in order to secure the entitlement of all learners to a broad and balanced curriculum.
Discussion point 2.1Key themes
- Curriculum entitlement - breadth and balance
- Linking with mainstream
- Professional development
Alness Academy:
Planning for diversity
This is a large rural secondary school which has long established provision of support for learning for a broad range of needs. The school has sought to develop an ethos of inclusion and the notion of support for learners as the responsibility of all staff. They have sought to bring together a range of specialist support to form a coherent response to learner needs. The headteacher, other professionals and a former pupil highlight ways in which the school in its community seeks the best for all learners and celebrates the diversity of achievement.
Discussion point 3.1Key themes
- Planning for diversity: addressing individual needs
- Creating an ethos of inclusion
- Providing support - expecting the best
Sandwick School:
Working Together - A school in community
This is an island rural school providing for nursery, primary and junior secondary. The sequence at different points focuses on each of these stages. There is a strong focus on ethos, and the school and community relationship. There is also an emphasis on developing inclusion through teachers' understanding of the curriculum as representing all of the opportunities that the school provides along with the community in order to promote the growth and development of all learners. The importance of the non-formal curriculum is illustrated and the views of parents are presented.
Discussion point 4.1Key themes
- Preparation: physical environment
- An ethos of collaboration
- Personal and social development - children and adults
Key themes
- Increasing participation - working with parents
- Multi-agency teamwork
Key themes
- Promoting social inclusion
- Beyond the classroom - a curriculum for 'belonging'
- Towards independence
Cauldeen Primary School:
Open for All
This is a city primary school with nursery provision in an area of social disadvantage. It has had to progress beyond having a separate unit for additional support needs to a context where the emphasis is on whole school policies and curriculum planning for all. Deliberate steps have been taken to ensure that all learners within the local community are attracted to the school and their needs provided for within the mainstream.
Discussion point 5.1Key Themes
- Providing Leadership - Developing a Policy
- Interdisciplinary Approaches
- Identifying Needs - preparing responses
Key themes
- Teamwork and participation
- Parental participation
Key themes
- Ethos and commitment
- Participation: the voice of the child
- Alternative curricula
Lumphinnans Primary School:
Reaching out and reaching in
This is a urban primary school in an area of considerable social disadvantage. It has developed a specialist outreach/inreach provision for learners with significant social, emotional and behavioural difficulties and has sought to do this within the context of the mainstream and an overarching commitment to inclusion. The sequence offers the perspectives of the headteacher, outreach support teachers and others.
Discussion point 6.1Key themes
- A shared philosophy
- A sense of belonging
- Ethos and participation: a caring environment
- Attitude change
Key themes
- Ownership
- Expectation and achievement
- Communication
Key themes
- Family participation
- Celebrating success
St Roch's Secondary School:
Valuing Ethnic and Cultural Diversity
This is an inner city secondary school in an area of multiple social disadvantage. In addition to addressing a wide range of additional support needs, the school also provides for a large number of refugee children from a variety of countries. This sequence demonstrates the ways in which schools can seize opportunities to welcome and be enriched by the practice of inclusion. This denominational school also demonstrates a striking commitment to a whole and multi-faith community.
Discussion point 7.1Key Themes
- Inclusion as enrichment
- Social and academic dimensions
- Ensuring curriculum access
Key Themes
- Ethos and community
- Positive attitudes to learning
- Cultural enrichment and a broader view of curriculum
Key Themes
- Breaking down barriers to communication
- Friendships in mind (PSD)
- Religious and cultural sensitivity
Key Themes
- Understanding needs/avoiding assumptions
- Understanding our pasts/shaping our future
- Learners for inclusion
- Bridging the gap (support beyond the gates)
The following set of generic questions can be used by the group leader to ensure exploration of these themes and issues at a deeper level. On order to ensure that inclusion is understood and addressed in its broadest sense, it is essential that th discussion extends beyond the concerns of the particular learners or groups being considered in any one sequence. it is helpful to let groups read over these questions before listening to any audio file or reading the transcripts.
In relation to each of the suggested themes and issues explore the following questions, as appropriate, with your group:
- What was done in this context to address each of the suggested themes and issues?
- What opportunities did this create?
- In relation to each theme what questions/issues/concerns might lie behinde the spoken, unspoken or visual text?
- What alternative or additional responses might further address this theme/issue?
- What difficulties/concerns were anticipated and how were these addressed?
- To which other potentially marginalised groups of learners or families might these issues apply? In what ways? How might these be addressed to ensure inclusiveness?
Invite the group to consider the implications of the above discussion for the policy, practice and professional development in their own contexts.
Please note that due to child protection considerations the material in this section is presented online in a series of audio sequences with accompanying transcripts illustrated with still images from the original video files.