European Inclusive Learning Hub

This paper suggests that whole school re-culturing programmes can potentially assist in the creation of more inclusive value orientated schools. The relationship between school culture and successful inclusion has been demonstrated in the literature. Furthermore, the structure of whole school programmes in inculcating inclusive values and practices reflect evidenced based research for sustainability in professional learning and development.

- An uncompromising commitment and belief in inclusion;

- Differences among students and staff perceived as a resource;

- Teaming and a collaborative interaction style among staff and children;

- Willingness of staff to struggle to sustain practice;

- Inclusion understood as a social/political issue; and

- A commitment to inclusive ideals communicated across the school and into the community

Examples from the US states of Michigan and Wisconsion (Whole Schooling), New Jersey and Maryland (Quality Indicators for Inclusion), as well as the Canadian provinces of Ontario and New Brunswick (Indicators of Success), which have been trialed in local school districts and have been embraced with varying degrees of enthusiasm were used as sources. Also considered are the Minnesota Together We’re Better project and the Ohio Success for All Students.

1. The link between the culture of a school and the successful implementation of inclusion is more strongly embedded in the consciousness of educational reformers.Schools are attempting to restructure their service provision and internal systems within the constraints imposed from outside. They are now in a better position to recognize aspects of our educational systems, national policies and societal values when they act as barriers to inclusive practices. The ground is fertile for what Thomas referred to as, “the implementation of planned programmes of inclusion”.

2. Although what goes missing in the various mechanisms for measuring school culture or inclusion was the transformational activity which could bring members of the school community together in a shared activity to build on newer ideals and values

An educational opportunity to learn about key indicators needed to have and inclusive culture and the factors that contribute to them;

· A qualitative self-assessment of a school staff’s attitudes, practices, policies and procedures around inclusion;

· A reflective process to examine and challenge underlying assumptions, beliefs and values that influence behaviour;

· A resource in action planning toward school improvement plans 

The importance of a shared vision:

· The role of committed school leadership;

· Collaboration within the school and wider community;

· Inclusion as an issue of social justice that is much wider than a disability issue;

· The importance of individualized learning approaches; and

· The importance of student voice

Recognizing the difficulties and dangers in changing deeply held beliefs.Cultural change comes to life when people work together towards a common belief. This can lead to culture and attitude change. This process can be accelerated by students and teachers both.  

An inclusive school requires a shift in the attitudes of all the stakeholders as well as the development and use of policies and practices that reinforce inclusive behaviour.

Real inclusion is about actions, not just words…An inclusive school is based on the philosophy that the whole school shares in the responsibility for inclusion. A real culture of inclusion cannot be brought about unless everyone embraces it.

· Simulation of dialogue about the value of inclusion and inclusive education;

· Celebrating current successes and identifying ways to improve inclusion;

· Ensuring that they are meeting obligations under education and human rights laws; 

· Uncovering attitudes, actions, policies and practices that may be a barrier to inclusion and developing a realistic plan to address them  

Future inclusive education work must not focus on access and participation in general education for students with disabilities, but rather on access, participation, and outcomes for students who have endured marginalization due to ethnic identity and ability level in educational systems fraught with inequitable structural and social conditions.

Increasing confidence in the development of a shared vision  

Facilitating improvements in pedagogic practice,    

Introducing a flexible service provision, and making school community members feel more empowered.

Learning to get on well and to be good citizens by being at school.

Welcoming the active participation of children and adults in the school.

Holding public forums where the adults and children regularly share their ideas?

This project offers schools access to a forum of professional reflection and focused discussion about self directed school improvement, using the shared language of the revised index for inclusion. In so doing, it is an aspiration that the culture of dialogue and collaborative peer evaluation around school improvement issues, will be nurtured promoting longer term sustainability of this approach. 

Whole school re-culturing programmes such as the Index for Inclusion, Whole Schooling, Quality Indicators for Inclusion and Indicators of Success offer a framework through which school communities can move towards the aspirations of inclusion. The strengths of the school wide programmes reviewed are their collaborative nature, involving all members of the school community, and the praxis of reflection, planning, acting, and reviewing outcomes to begin another cycle of exploring the nature, definition and practice of inclusion.