The case of inclusion and progress

Kitchin, Sue (2018) The case of inclusion and progress. Childhood Remixed, May (2018). pp. 96-114. ISSN 2515-4516

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Abstract

Inclusion has been recognised as an ongoing process, reflecting changes in political positions, values, policies and practice. As inclusion in the UK develops from focusing upon children with Special Educational Needs to recognising all children in order to resolve inequalities in society, inclusion in government policy is being equated with educational outcomes rather than the process by which it is achieved. Within a constructivist paradigm, the research utilises a case study methodological approach carried out in one school, sampled for its uniqueness. Shakespeare School, a pseudonym, successfully supports a group of children who are considered to be at risk of underachievement to make outstanding educational progress. Located within an inner city and currently situated near the bottom of the national educational league tables, this school is rated within the top 5% for academic progress within the country. Therefore, it is of significant interest for this research to detail the systematic inquiry undertaken into the relationship between inclusion and progress within this school. The findings of the research demonstrate that Shakespeare School is a transformational organisation, where all children and staff are welcomed, empowered and valued as members of a creative, academic, social and emotional learning collective. The research provides new knowledge challenging the way inclusion is currently understood and identifying a holistic model of inclusion and progress that is characterised by the school’s philosophy, creative curriculum and leadership in practice. As a result, the research provides holistic, practical contributions in the detailing of the school’s bespoke and creative approach in support of positive learning experiences for both the inclusion and progress of all its children.

Item Type:	Journal Article
Additional Information:	Conference Edition. Papers drawn from the International Children and Childhoods Conference held at University of Suffolk, July 2017
Keywords:	inclusion, progress, case study, leadership, curriculum, creativity
Faculty:	ARCHIVED Faculty of Health, Social Care & Education (until September 2018)
Depositing User:	Ian Walker
Date Deposited:	04 Jun 2018 10:33
Last Modified:	29 Apr 2022 15:08
URI:	https://arro.anglia.ac.uk/id/eprint/703086

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