1. Planning for Inclusion From 0 – 12 in a decade! L. Dillon August, 2006

2. In the beginning… One teacher’s experiences.... How we evolved from one to twelve..

3. Inclusion in practice School culture, ethos School plan Mission statement Policies and procedures, including identification, assessment and provision Clear working guidelines

4. Policies need People! People centred approach-importance of establishing a TEAM Commitment from the top-to lead change in a positive way Recognition of specialists as a valuable resource for the school Roles and responsibilities discussed and clearly defined Active discussion, reflection and monitoring vital

5. One size does not fit all.. School Community STUDENT Family

6. Why is it working? planned visionadaptablecollaborationsupportedresourcedgoals

7. Over to you #1 Acknowledging what's working well.. Reflecting on your own school, think of current good practice regarding the provision of Inclusive education in operation. List examples and who/what is involved.

8. OFSTED, 2000 “ An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and well- being of every young person matters. Effective schools are educationally inclusive schools.”

9. EPSEN, 2004 Key points focus on the right to inclusion, and our responsibility to make it happen. For a good summary of the Act, refer to the SDP version.

10. Over to you #2 In your school, 1.Do any of the following need to be re-valuated/re- framed in the context of inclusion : school plan /mission statement /policies / procedures /resources /support available / information and communication procedures? 2.Is there an established method of transferring information? 3.What next?

11. Who’s Involved? Everyone!! Each teacher is responsible.. School must try to foster a collective culture in order to create institutional change students parents Ancillary staff Support staffManagement SENO agencies, Relevant professionals teachers

12. What’s Involved? Review … School culture, ethos School plan Policies Procedures Assessment process Communication strategies Time given to planning Time given for discussion Resources Current provision Specialist staffing Support available Choices offered to students.. Transfer of information.. Training for all staff Barriers to progression..

13. Looking ahead… TEAM CollaborationinvestigationPLANNING actionmonitoring REVIEW

14. The practicalities.. Make TIME available for planning, meetings, feedback, reviewing, planning.. Update/ reframe plans, policies, procedures as necessary (including subject plans) Ensure that appropriate policies and procedures are in place to monitor student progress Place SEN on the agenda for staff meetings and de- jargonise the process!! Ensure that everyone is aware of their roles and responsibilities Co-ordinate services and key personnel- this information should then be made available to all staff

15. Need to have an agreed approach to assessment, recording, consulting and reporting How to transfer sensitive information needs to be clarified RACE Awareness EP awareness Support ongoing training; utilise support services

16. Develop resource bank Support information readily available? Link personnel and support services Requires leadership, communication, time School will have to evaluate choices, timetabling, resources, support structures, where appropriate Needs a commitment to appropriate instructional responses, (differentiation) ANTICIPATE PLAN

17. DFES, 2004 “ Inclusion is about much more than the type of school that children attend; it is about the quality of their experience; how they are helped to learn, achieve, and participate fully in the life of the school.”

18. “Who dares to teach must never cease to learn.” J.C. Dane