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    Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas

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    Authors
    Dimitrellou, Eleni cc
    Hurry, Jane cc
    Male, Dawn
    Affiliation
    University of Derby
    Issue Date
    2018-08-21
    
    Metadata
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    Abstract
    The notion of inclusion has gained momentum worldwide, with most countries around the world embracing inclusive policies in their educational systems. However, there is still an ongoing debate as to what is inclusion and hence, the consequent challenge of coming up with an agreed definition, which could then be used to plan for and subsequently, evaluate, inclusion. This study adds to our understanding of inclusion by contrasting objective (i.e. School Census Statistics) and subjective (i.e. self- report questionnaire) measures of inclusivity in three mainstream secondary schools in England and by comparing the perceptions of school inclusivity of different groups of educational practitioners and pupils. The results of this study indicate that inclusion is a ‘slippery’ construct as the perception of inclusion of educational practitioners was found to be affected by their role at school while pupil perception on this matter depended upon their SEND category. However, despite these subjective differences in the way inclusion is perceived, there was also substantial agreement across the different categories of participants with regard to the relative ranking of inclusivity across the three schools suggesting that coming up with overarching themes on what is inclusion is achievable. The article ends with explaining the benefits of reaching an agreed definition at a national level.
    Citation
    Dimitrellou, E., Hurry, J., & Male, D (2018) Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas, International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1511757
    Publisher
    Taylor & Francis
    Journal
    International Journal of Inclusive Education
    URI
    http://hdl.handle.net/10545/623006
    DOI
    10.1080/13603116.2018.1511757
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/13603116.2018.1511757
    Type
    Article
    Language
    en
    ISSN
    1360-3116
    1464-5173
    ae974a485f413a2113503eed53cd6c53
    10.1080/13603116.2018.1511757
    Scopus Count
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    Institute of Education

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