1 Module introduction

Section overview

In this section you will explore the following areas:

• 1.1 Overview of the CIRCLE Framework of Inclusion

• 1.2 Scottish context for inclusion, equality and equity

• 1.3 Inclusion in Practice: The CIRCLE Framework

• 1.4 Learner’s thoughts, views and ideas.

1.1 Overview of the CIRCLE Framework of Inclusion

The CIRCLE Framework of Inclusion was developed by Edinburgh City Council, Queen Margaret University and NHS Lothian to promote effective inclusive practice in classrooms. A version for primary schools was first developed followed by a secondary version.

Many learners within secondary schools have identified emerging additional support needs that may impact on their ability to engage with the curriculum and/or to participate fully in school life. This resource will help secondary school staff support these learners.

The Secondary CIRCLE Framework of Inclusion was developed primarily for subject teachers but will also be relevant for any secondary school staff who support learners with additional support needs. It provides an overview of the processes for providing that support and a reflective framework for considering additional support needs.

1.2 Scottish context for inclusion, equality and equity

This section uses materials covered in the Education Scotland module ‘Introduction to Inclusive Education’. If you have accessed that module, please note it is important that you still complete this section in order to complete all the requirements of achieving the badge for this module.

Scottish education is based on the belief that education is a human right and that all children and young people should be supported to reach their fullest potential. Scotland’s education system is designed to be an inclusive one for all children and young people in Scottish schools, with or without additional support needs. This inclusive approach not only allows children and young people to thrive in their community but also contributes to all children and young people’s understanding and appreciation of diversity and helps to build a more just society.

Figure 3 Inclusion in the classroom

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Two girls and two boys playing a boardgame together, representing an inclusive and positive classroom activity

Figure 3 Inclusion in the classroom

Scotland’s ‘needs led’ system places the learner at the centre and the provision of support is not dependent upon a formal label or identification of need such as dyslexia, autism or a physical disability. Figure 4 provides an overview of the national legislation and policy which underpins the Scottish educational context of inclusion and equality. It is not intended as an exhaustive list of all Scottish policy which refers to inclusion but gives a broad overview of some of the key policy documents.

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Figure 4 Scottish Context Inclusive Education

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This graphic reflects the central role inclusive education has in Scotland and illustrates that the very wide range of legislation, policy, guidance and professional standards and supports which underpin inclusion. In the Inner circle the text lists the following: Scotland’s Inclusive Education, Supporting Learners: Experiences, Achievements, Attainment and Outcomes. The Text aligned around second circular boarder says the wellbeing indicators – Safe, Heathy, Achieving, Nurtured, Active, Respected, Responsible, Included. The Text aligned around the third and outer circular boarder says: These are the four capacities central to Curriculum for Excellence: Successful learners, Confident individuals, Responsible citizens and Effective contributors. The Text surrounding the circular graphic in the centre says: Priorities and Drivers – Attainment, Curriculum, Empowerment, Equality, Outcomes, National Improvement Framework (NIF) (2016), Delivering Excellence and Equity in Scottish Education and A Delivery Plan for Scotland (2016). A Subtitle to the right of the central circle says Legislation and lists the following: Standards in Schools Act 2000, Accessibility Strategy EDSPER (Scotland) Act 2002, ASL Act 2004 (as amended), Equality Act 2010, Children and Young People (Scotland) Act 2014, Education (Scotland) Act 2016 Draft Education (Scotland) Bill 2018. A Subtitle underneath the central circle says Professional Support and has a sub-heading General Teaching Council for Scotland Supporting. This then lists the following. Professional Standards for: Registration, Leadership and Management, Career Long Professional Learning, Professional Update and Professional Recognition. Another sub-title is Education Scotland Supporting; which lists Information and Support to improve practice and outcomes through: National Improvement Hub, Self-Evaluation - How Good is Our School. How good is OUR School Part 1 which lists Professional Learning, Reflective Practice, Good practice, Research and resources. Another subtitle is Scottish Social Services Council Supporting: which lists Professional standards for the social services workforce through: National Occupation Standards, Registration, Leadership and Management, Post Registration Training and Learning. The final sub-title reads Policies, Strategies and Approaches and lists the following: Scottish Attainment Challenge, 3 - 18 Curriculum, Getting It Right for Every Child, The Early Years Framework, Building the Ambition, Pre-Birth to Three: Positive Outcomes for Scotland’s Children and Families, Opportunities for All, Developing the Young Workforce, Mental Health Strategy (2017), Safeguarding Guidance, Personal Social Education (PSE) Review, Included Engaged and Involved (Part 1 2019 & Part 2 2017), Health and Social Care Standards: My Support, My Life.

Figure 4 Scottish Context Inclusive Education

Legislative and policy framework

Scotland has a wide range of legislation to support inclusion and equality in education.

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The icon which represents a file which must be downloaded is a teal square with a lime outline and has a white arrow in the middle pointing downwards toward to two lime coloured lines.

Read the ‘Legislative and Policy Framework summary’ which provides you with an overview of the most recent legislation and policies that are listed below:

• Disability Strategies and Pupils’ Educational Records (2002)

• Curriculum for Excellence

• Additional Support for Learning (Scotland) Act 2004 (as amended 2009) (ASL ACT)

• Supporting Children’s Learning Code of Practice (Revised 2017) to support the ASL ACT (Code of Practice to support the ASL ACT)

• The Getting it right for every child approach

• Equality Act (2010)

• Children and Young People (Scotland) Act (2014)

• Education (Scotland) (2016).

These promote a child centred approach to encourage every child to reach their ‘fullest potential’. Our legislation ensures rights and entitlements for children and young people to education, support and wellbeing. There is a range of legislation and educational policies that places duties and expectations on schools and local authorities to ensure that they:

• deliver an inclusive education

• support learners to achieve to the best of their ability

• do not discriminate against those with protected characteristics

• provide assessments when requested.

Children’s rights and entitlements are fundamental to Scotland’s approach to inclusive education. It is supported by the legislative framework and key policy drivers including, Curriculum for Excellence, the Getting it right for every child approach and the Framework for Professional Standards for teachers. These are underpinned by a set of values aligned to social justice and commitment to inclusive education.

Inclusion and equality

What is meant by the term ‘inclusion’? A range of definitions have been developed and these contribute to an understanding of inclusive education.

Equality

Equality is described as the removal of discrimination, disadvantage, inequality and/or barriers which can affect people on the grounds of the protected characteristics set out in the Equality Act (2010):

• Age

• Disability

• Sex

• Gender reassignment

• Pregnancy and maternity

• Race

• Religion or belief

• Sexual orientation.

The public sector equality duty also covers marriage and civil partnerships, with regard to eliminating unlawful discrimination in employment. Therefore, schools and education authorities do not have a responsibility as learners are not employees.

The Equality Act (2010) also gives the duty to advance equality of opportunity between people who share a protected characteristic and those who do not and to foster good relations between them.

Equity

What does equity mean? Equity means that people are treated fairly, but are not necessarily treated the same.

Equity is generally understood to refer to fairness and impartiality for people and sometimes especially relating to fairness for people facing socio-economic disadvantage.

1.3 Inclusion in Practice: The CIRCLE Framework

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CIRCLE Logo which has the acronym for the word CIRCLE within the design. Child Inclusion Research Into Curriculum Learning Education

CIRCLE begins from the stand point that teachers are experts in teaching and that what is required to support inclusion is a framework that allows this expertise to be applied in the most effective way, using a set of general principles.

Figure 5 Supporting learners

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The photograph shows a teacher supporting a male learner discussing his work at his class desk

Figure 5 Supporting learners

Within the CIRCLE Framework, inclusion is referred to as the extent to which a learner participates in school life, is accepted by their peers and progresses with their learning.

There can be a tendency to focus on how specific physical, sensory or behavioural strengths and support needs can impact on a learner’s ability to be included in school; however, this is usually only a small part of the picture. We know from current research, for example Maciver et al. (2018), that inclusion is influenced by a combination of factors including the physical environment, attitudes, expectations and opportunities, in addition to the learner’s skills and abilities.

Many resources focus on skill development. The CIRCLE Framework, however, introduces the importance of considering inclusion in terms of four factors:

• The environment (physical and social)

• Structures and routines

• Motivation

• Skills.

The terminology for these four factors comes from the Model of Human Occupation (MOHO), Kielhofner (2008). Further reading is available in the Useful information  section.

The interactive jigsaw diagram in Figure 6 below represents how these factors are interlinked to support inclusion. Hover over each segment of the jigsaw - number 1 displays a definition and number 2 displays an example. Each of the factors within the CIRCLE Framework are described fully in Section 3 with examples to illustrate the concepts.

1.4 Learners’ thoughts, views and ideas

Figure 7 Learners' views

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Two photos. One of a boy sharing his views with a smiling teacher and the second photo is of a girl using sign language to share her views.

Figure 7 Learners' views

As part of the research process which formed the basis of the CIRCLE resource, a number of learners in secondary schools who required additional support were consulted. These views were used to help inform the structure and content of this resource.

Listening to the voices of learners provides valuable insight; their perspectives are vital to help us to better understand the nature of their strengths and support needs, their feelings about these and what can be done to support them.

To explore the views of these young people, download ‘Learners' views on inclusion’  which is a summary of what they told the CIRCLE Team.

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The icon which represents a file which must be downloaded is Teal square with a lime outline and has a white arrow in the middle pointing downwards toward to two lime coloured lines.

Young Ambassadors for Inclusion

Figure 8: Young Ambassadors for Inclusion Logo

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The icon which represents the logo for the Young ambassadors for Inclusion. Styled images of 5 people are place in a circle arrangement with their heads meeting at the centre. The words Young ambassadors for Inclusion are on the outside of the circle and in the middle is the word inclusion

Figure 8: Young Ambassadors for Inclusion Logo

Figure 9 Young Ambassadors for Inclusion

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Photo of twelve Young Ambassadors for Inclusion whose year groups range from Secondary 1 to Secondary 6.

Figure 9 Young Ambassadors for Inclusion

Young people who require additional support have a wealth of information, ideas and priorities to share. It is therefore vital that we work in partnership. This is illustrated by the work of the Young Ambassadors for Inclusion, a group of young people who require additional support, who are nominated by their local authorities to work to improve inclusion in schools. The materials on the Young Ambassadors can be found on the National Improvement Hub page. This page provides ideas on ways that you might consult with groups of young people in your own setting.

As well as consulting with groups of young people, it is also vital to work in partnership with them to identify their individual needs, the support they require and to review whether these needs have been met.

Now go to section 2 Whole school approaches