Erkins reading

1.1
Inclusion in Action
Introducing a model of Inclusion in Action
Needs to be a more coherent approach to whole school evaluation argument
Present a model which draws together systems and processes into a whole
school approach
Their model draws from extensive experience within schools
They aim to support schools to become more inclusive by helping
practitioners understand the values and principles behind paper-based
activities
All children are complex and have the right to participate and achieve fully
This should occur to serve and reflect upon holistic development
argument
Schools are most effective when everyone is involved and knows the
benefit
There is a need for schools to develop meaningful strategic approaches
ensures the school can develop with self-evaluation, data tracking and
analysis, provision mapping, intervention planning and target setting
Schools are using the systems but they are doing them as a requirement
rather than understanding why it is necessary to have one in place so this
means the systems they do have can be lost as they are seen as paperbased activities and not long term plans
They want to support teachers to enable them to see the different systems
and the benefits from them
Enables practitioners to visualise ways to make important links between
systems
If schools take on a more holistic approach then they can make the
processes more meaningful and valuable
Systems draws from 3 main elements: self-evaluation, inclusion and school
development schools need to understand the importance of these 3
linking up leads to more inclusive practice
inclusion cannot move forward effectively within schools without rigorous
and meaningful self-evaluation at all levels of the school
community(MacBeath, 2006) from reading secondary source
Self-evaluation is at the centre of inclusion
Pupil tracking and data analysis are important because they ensure the
pupils needs are being met by the school
The school is supported by the systems in place