Inclusion in Practice

Explain what is meant by inclusion and inclusive practice 3.2 Identify barriers to children and young people’s participation Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a high quality of education. In an inclusive environment there is recognition, acceptance and celebration of differences and similarities. Equal opportunities and inclusion should take notice not only of access to provision on school premises but also to facilities outside the school setting, for example, on school trips. Schools and other organisations that offer educational provision must by law make sure that all pupils have access to a broad and balanced curriculum. The schools should also make sure that inclusive practices are a matter of course within day to day provision and any barriers to inclusion are identified and removed.

At Pelham Primary we have a little girl who has cerebral palsy and she is included in everything the other children do, there is nothing she can’t do with a little bit of support. She has a special chair that is made especially for her so she can sit unsupported and there are ramps around the school so she has access to all the rooms. Opportunities for children and young people to participate in decisions and issues that affect them have increased significantly. However, this is not the case for disabled children and young people, particularly those with complex needs and communication impairments, despite them being disproportionate users of support services in health, social care and education settings. Disabled children and young people have the same right, as non-disabled children and young people to participate in decisions and issues that affect them.

This is outlined in both the UN Convention on the Rights of Children (UNCRC) and in the UN Convention on the Rights of Persons with Disabilities (UNCRPD). Despite this, disabled children and young people continue to face significant barriers and challenges to participation. In order to effectively embed disabled children’s participation, it needs to be fully accessible and inclusive. The social model of disability provides a framework for inclusive participation; by focusing on changing attitudes and removing or minimizing barriers that prevent disabled children accessing the same opportunities as other children and young people. Barriers and challenges to disabled children and young people’s participation sit within three broad areas: training, support and resources; knowledge, understanding and attitudes; process, systems and structures. Identifying and recognizing the barriers and challenges provides a good basis for planning to further disabled children’s participation. Barriers to participation may include:

* Physical barriers
These may include lack of equipment or resources which the children may need to enable them to participate fully. Physical barriers could also be present within the school environment if it has not been fully adapted to meet the needs of all pupils. These adaptions are ramps, disabled toilet, lifts for wheelchair users and hearing loops for hearing impaired children. As a result to the change of the Disability Discrimination Act in the Special Educational Needs and Disability Act 2001, all schools built from 2001 are required to have physical access for all children.

* Organisational barriers
Policies within the organisation have not been set up effectively to make sure that all children are included effectively to make sure all pupils are included. Reasons for this may be lack of support which may be available or lack of understanding. There may be barriers within the attitudes of staff, parents, governors or other pupils. This means that they may have views which are inconsistent with those of the school and that pupils may be discriminated against. Attitudes like these can mean that children become confused about the schools values, as they will be receiving conflicting messages. This could give them a reason to behave in which way that the school does not agree with.