INCLUSIVE LEARNING NORTH – MISSION STATEMENT
Inclusion Forums and associated courses seek to develop the quality and impact of provision that is additional to or different from that which is otherwise available for pupils with special educational needs and disability, and other groups of pupils at risk of underachievement and marginalisation. Moreover, they seek to improve and develop the Quality First Teaching (QFT) that such pupils will experience. The vision follows Florian’s (2007, p.15) call for re-imagining how we think about provision for pupils with SEND.
‘It is the process of providing something “additional to” or “different from” that which is “otherwise available” in school that defines special educational provision. The task is not to defend what is “special” about this kind of provision but to challenge complacency about what is not “otherwise available”‘. (Florian, 2007).
“…as many as half of all pupils identified for School Action would not be identified as having special educational needs if schools focused on improving teaching and learning for all, with individual goals for improvement.” (Ofsted SEN Review 2010 pg. 5).
‘… inclusion is concerned with all children and young people in schools; it is focused on presence, participation and achievement; inclusion and exclusion are linked together such that inclusion involves the active combating of exclusion; and inclusion is seen as a never-ending process. Thus an inclusive school is one that is on the move, rather than one that has reached a perfect state.’ (Ainscow et al., 2006).
Ainscow, M., Booth, T., Dyson, A. (2006) Improving Schools, Developing Inclusion.Routledge.
Florian, L. (2007) ‘Re-imagining special education.’ In L. Florian (ed.) The Sage Handbook of Special Education. London: Sage.