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Inclusive education: knowing what we mean (Wales)

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Inclusive education: knowing what we mean (Wales)
Inclusive education: knowing what we mean (Wales)

Welcome

This course provides a brief introduction to the field of inclusive education. You can also access the other courses in this collection: An introduction to leadership for governors and Teamwork: an introduction for school governors.

Regardless of the type of school in which you find yourself, their approach to inclusive education will be a determining factor towards the culture that identifies their learning and teaching environment. Over the next few hours, you will be introduced to some of the principles and arguments that will have informed your school’s approach to inclusivity. You will look at differing perspectives on inclusion, in particular the way that medical and social models have influenced and shaped current thinking. You will also think about barriers to inclusion and the difference between integration and inclusion. In addition, you will consider some of the key documents, such as the Salamanca Statement and the Additional Learning Needs Code, that underpin current thinking in this area.

This Badged Open Course is part of a collection of training resources for school governors in Wales. The collection was developed by The Open University in Wales with an aim to develop a range of additional skills and reflections that may assist you in your role as a governor.

Inclusive education: knowing what we mean (Wales)

Earn this free Open University digital badge if you complete this course! The badge can be displayed, shared and downloaded as a marker of your achievement. The badge is awarded for completing the course and passing the quizzes.

Course learning outcomes

After studying this course, you should be able to:

  • have a greater understanding of the role leadership plays in school development and the improvement of pupil outcomes
  • be able to discuss and analyse some of the factors that can influence and contribute to successful leadership
  • be able to reflect on the leadership approaches taken in educational organisations known to you and appreciate the importance of using evidence to support judgements
  • appreciate the importance of planning and evaluating professional learning development.

First Published: 25/09/2020

Updated: 25/09/2020

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Course content

    • Current section:
      Introduction

      This course introduces school governors to the contested area of educational inclusion. Regardless of the type of school in which you find yourself, their approach to inclusive education will be a determining factor towards the culture that identifies their learning and teaching environment. Over the next few hours, you will be introduced to some of the principles and arguments that will have informed your school’s approach to inclusivity. You will look at differing perspectives on inc...

    • Learning outcomes
    • Current section:
      1. Knowing what we mean by ‘inclusive education’

      There is no doubt that inclusive education is a contested area. Indeed, nationally and internationally, it is the focus of what at the beginning of the millennium Daniels called ‘extraordinary debates concerning definition and ownership’ (Daniels, 2000, p. 1) while Mittler (2000, p. 7) commented that, on account of the complexity of the area, 40 years of research had resulted in no clear messages for policy-makers. In this opening section we shall look at a range of perspectives...

    • Current section:
      2. Models of thinking

      In Section 1, you were asked to think about your own definitions of inclusive education. In Section 2, we show how personal experience of inclusion and exclusion has been a major driving force in the development of inclusive education, with disabled adults in particular struggling to redefine their experiences of schooling. One major factor in this struggle towards redefinition has been the shift towards a social model of disability.In their seminal research, Rieser and Mason described a mod...

    • Current section:
      4. Compulsory badge quiz

      Now it’s time to complete the compulsory badge quiz [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] , which includes eight questions. You can open the quiz in a new window or tab and return to the course when you are done. Remember, this quiz counts towards your badge. If you’re not successful the first time, you can attempt the quiz again in 24 hours.

  • 1 page contains editor comments.

    • Current section:
      5. Conclusion

      Commentators (e.g. Pijl et al., 1997) have described inclusive education as ‘a global agenda’. The persistence of the forces that marginalise individuals or groups of learners, and also the models that would categorise them in particular ways, makes the struggle for inclusion an ongoing one. You will see why at the start of this section we felt it important to define what we and others may mean when we use the term ‘inclusion’. This is because understanding what the t...

    • References
    • Acknowledgements
      (1)

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