Inclusive Practice in English Secondary Schools: lessons learned

Authors: Florian L.; Rouse M.

Source: Cambridge Journal of Education, Volume 31, Number 3, 1 November 2001 , pp. 399-412(14)

Publisher: Routledge, part of the Taylor & Francis Group

Buy & download fulltext article:

Price: $50.43 plus tax (Refund Policy)

Abstract:

This paper considers how some secondary schools in England have been able to respond to the conflicting demands of school improvement policies, as measured by high academic standards and the inclusion of pupils with special educational needs. It begins with a discussion of the context in which all English schools are currently operating and a summary of the extent to which research on school effectiveness and school improvement has influenced research on inclusion and vice versa. Key findings from our work in secondary schools committed to inclusion are presented and discussed in light of teacher, subject department and whole school responses to pupil diversity. The paper concludes with a conceptualisation of inclusive schools as those that meet the dual criteria of enrolling a diverse student population and improving academic standards for all.

Language: English

Document Type: Research article

Publication date: 2001-11-01

More about this publication?