Questions of inclusion in Scotland and Europe

Abstract

This paper examines inclusion in Scotland and in Europe. It considers some of the uncertainties surrounding inclusion and the questions which are currently being raised by researchers, teachers and their representative unions, parents and children, many of which give cause for concern. The shifting political and policy contexts and recent patterns and trends in Scotland and across Europe, which illustrate key points of exclusion, as well as some of the challenges to these, are reported. A 'landmark' challenge to discrimination of Roma children, achieved within the European Convention on Human Rights, is presented as an illustration of the scope for asserting the right to inclusion. The paper ends with a discussion of the prospects and possibilities for inclusion. The significance of the barriers to inclusion is acknowledged and it is argued that there is an urgent need to address the competing policy demands within education and the problems associated with fragmented provision. A call is also made for research involving children, young people and families in order to inform practice. IntroductionThe inclusion of all children in mainstream schools has been adopted as a key educational policy in Scotland and across Europe. It is, however, a policy which has been experienced as challenging, not least of all because of uncertainty over its meaning, and which has met with some resistance. This paper takes a look at inclusion in Scotland and in Europe, recognising Scotland as, of course, part of Europe, but with its own particularities. It considers how inclusion is understood and the questions currently being directed at it. It examines the shifting political and policy contexts and recent patterns and trends which illustrate key points of exclusion, as well as some of the challenges to these. The paper ends with a discussion of the prospects and possibilities for inclusion.

Developing equitable elementary mathematics classrooms through teachers learning about children's mathematical thinking: Cognitively Guided Instruction as an inclusive pedagogy

“…This growth in knowledge of children's mathematical thinking supported the participating teachers to develop more inclusive pedagogical approaches to mathematics teaching. The important relationship between learning in meaningful contexts and the development of more equitable classrooms is consistent with international policies and practices promoting inclusive education (Thomas, 2013;Slee, 2013;Allan, 2010;Armstrong, Armstrong & Spandagou, 2010). Similarly in elementary mathematics classrooms in which lessons are structured to include all children purposefully, there are clear connections between teaching content, teachers' pedagogical knowledge and knowledge of children's understanding (Boaler, 2008;Lubienski,2000).…”

“…A more radical view of inclusion recognises inclusive education as the restructuring of schools so that they become places for all children (Slee, 2011;Allan, 2010). If we are to have schools for all children then we must have classrooms in which everyone is a member of a 'community of learners' (Thomas, 2013).…”

Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project

“…He keeps saying that he did something about it, but nothing changes so then at some point I was just like forget it. (The Netherlands, pupil) Research has suggested that the views of disabled pupils are often overlooked in processes of transition (O'Donnell, 2003) and that processes of inclusion should be sympathetic to concerns of all the actors involved (Allan, 2010;Evans & Lunt, 2002;Farrell, 2001). Children in our project, in contrast to the "expert professional" perspective, believed that child-led settings improved academic performance and led to quicker change and that such a setting required professionals to be accepting of difference:…”

“…Such writing raises questions concerning how we can restructure culture, policy and practices so all involved in the education of children respond to the diversity of students' requirements. It also raises questions for this paper concerning whose views are given credence, who is enabled to adopt leadership positions, whether there is collaborative problem-solving and what concepts underpin decision-making during the process of inclusion and transition (Allan, 2010;Davis & Deponio, 2014;Davis et al, 2012;Kinsella & Senior, 2008;O'Donnell, 2003).…”

Raising achievement through inclusion

“…In a school system where measurement, ranking and competition have a prominent place, the school's wider aims and ambitions are difficult to enforce. Allan (2010) writes about the problems that the quest for inclusion in Europe has faced since 2000. She notes that large-scale and optimistic inclusion projects in countries such as Germany, Holland and Austria have been less successful and argues Schools have been given additional resources, in the hope that they will develop 'good practice' that can be transferred to other schools.…”