"At a time when many schools are struggling to become more inclusive within a contradictory national policy context, this book provides some helpful practical leads. Its central message is that of the importance of developing an inclusive school culture within which every child really does matter."
Professor Mel Ainscow, University of Manchester, UK
"It is a most useful resource for both practitioner-researchers and for school-based initiatives. Written in an accessible style and designed in a format that makes it ideal for use in continuing professional development, it is just right for the needs of twenty first century headteachers and their schools. I highly recommend it as a stimulating and supportive springboard for fruitful dialogue."
Jenny Corbett, Emeritus Reader, Institute of Education, University of London, UK
This book examines and offers solutions to the challenges faced by schools in ensuring that all students are enjoying, participating and achieving in education. The authors argue that self evaluation lies at the heart of truly inclusive school development.
The book focuses on supporting schools in understanding and using school based systems and processes in a joined up, meaningful and strategic way to impact positively upon the progress and participation of all pupils. These processes include: self evaluation
Each system is explored and the reader is encouraged to consider them critically in order to develop an understanding of how and why to use these systems to enhance inclusive practice throughout the school. The authors present a model of inclusive practice, 'Inclusion in Action' which demonstrates how these processes can be linked together to inform and impact upon whole school strategic planning.
With case studies, examples, templates and models, this practical and accessible book responds to the day to day needs of the SENCO, teacher, leader and everyone within the school setting in evaluating and meeting the needs of all pupils effectively.
Alison Ekins and Peter Grimes are both Senior Lecturers in the Centre for Enabling Learning at Canterbury Christchurch University, UK.
Inclusion in action Inclusive self-evaluation Using data effectively to identify underachievement and vulnerable groups Inclusive interventions Provision mapping: The strategic whole school development tool Effective target setting for all pupils Final thoughts