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Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

Kendall, LS (2018) Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment. Education 3-13, 47 (6). pp. 678-691. ISSN 0300-4279

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Abstract

This paper explores practitioner perspectives on effective inclusion within a school environment. Inclusion within school settings is more than children with a range of needs, being taught together within a classroom. It is important that a school community recognises the uniqueness of each child and works together to address those individual needs, helping the child to reach their full potential. Data was gathered through interviews from fourteen members of teaching and support staff within one primary school in England, identified by the Office for Standards in Education (Ofsted) as being an inclusive school. Findings report that in order to make inclusion effective for all children, practitioners acknowledged the importance of collaborative practice within the school, with outside agencies and parent partnership. A number of barriers to effective inclusion were also highlighted, including inadequate pre-service training, the national curriculum, mandatory testing at the end of key stages and school funding.

Item Type: Article
Uncontrolled Keywords: 1301 Education Systems
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Education
Publisher: Taylor & Francis (Routledge)
Date Deposited: 11 Oct 2019 10:39
Last Modified: 11 Oct 2019 10:45
DOI or Identification number: 10.1080/03004279.2018.1520278
URI: http://researchonline.ljmu.ac.uk/id/eprint/11547

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