Week 3: Creating a learning organisation
4. Monitoring progress towards creating an inclusive school
How does a school know that it is ‘inclusive’? In the next activity, you will consider how school can continually check that they are developing as an inclusive school. Are the systems and processes in place, working as they should? It is perhaps worth reflecting that committing to the on-going monitoring of the effectiveness of the school in addressing the needs of all learners, and teachers, is part of creating an inclusive ethos.
Activity 3.8: Monitoring inclusivity: How do we know if we’ve done it?You are advised to spend 20 mins on this activity Based on your role within the education sector, select one of the groups of stakeholders associated with the schools in your context. This might include:
From this perspective of this group, in your study notebook, make a list of the features of an inclusive school. Try to make your list as practical as possible. For example, if you are writing from the perspective of a parent avoid statements like ‘a positive attitude to my disabled child’ and try and think of what that might actually look like in practice. ‘Frequent communications between myself and the teachers’, ‘ramps for my son’s wheelchair’, or ‘a dedicated buddy, who regularly lets me know what homework has been set for the class’. For the stakeholder that you have chosen, think about how the school would know whether or not this has been achieved. What processes could be in place in order to monitor inclusiveness? |