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Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

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Journal article details

Inclusion and the standards agenda : negotiating policy pressures in England
This paper reports on some aspects of a collaborative action research project involving teams from 25 schools in England working with researchers from three universities in an attempt to understand how schools can develop more inclusive cultures, policies and practices. Unusually in this field, the schools were not selected because of any exceptional and explicit commitment to 'inclusion'. A common process of development emerged across the schools, which started with the disturbance of existing practices and was nurtured by a range of institutional and external factors that included ideas about inclusion. The national 'standards agenda' was a major force shaping the directions taken by schools. Whilst it constrained inclusive development it also provided that development with a particular focus and led schools to consider issues that might otherwise have been overlooked. The paper concludes that inclusive developments - albeit of a highly ambiguous nature - are possible even in apparently unpromising circumstances and that there may be specific ways in which these developments can be supported. Encouraging such developments may be a necessary complement to the continued radical critique of current educational polices.
Original Document
10.1080/13603110500430633
English

Primary contributor

Author Mel Ainscow

Additional contributors

Co-author Tony Booth
Co-author Alan Dyson

Additional details

10
04 May 2014
Yes
1360-3116
Routledge, Taylor & Francis Group
01 July 2006
295-308
Abingdon
Post-print
International journal of inclusive education

Cite this outcome

Harvard

Ainscow, Mel et al (2006) Inclusion and the standards agenda : negotiating policy pressures in England. International journal of inclusive education. 10 (04 May 2014), pp. 295-308 Abingdon: Routledge, Taylor & Francis Group.

Vancouver

Ainscow Mel et al. Inclusion and the standards agenda : negotiating policy pressures in England. International journal of inclusive education 2006; 10 (04 May 2014): 295-308.