The document discusses the concept of inclusion in education, emphasizing the importance of serving diverse learners, particularly those marginalized due to various factors such as race, gender, and ability. It outlines the barriers to inclusion and explores how educational practices can be restructured to support diversity, promote participation, and foster a sense of belonging. Additionally, it references frameworks and policies aimed at ensuring equitable access to education and highlights the need for inclusive practices in various contexts.

1. Inclusion & Inclusive
Practices
MICHAEL POWER

2. What is inclusion and why is it
important?
In some countries, inclusive education is thought of as an approach to serving children with
disabilities within general education settings. Internationally, however, it is increasingly seen
more broadly as a reform that supports and welcomes diversity amongst all learners (UNESCO,
2001)... It presumes that the aim of inclusive education is to eliminate social exclusion that is a
consequence of attitudes and responses to diversity in race, social class, ethnicity, religion,
gender and ability (Vitello & Mithaug, 1998). As such, it starts from the belief that education is a
basic human right and the foundation for a more just society.
(Ainscow, 2005)

3. What is inclusion and why is it
important?
Inclusion is a process.
Inclusion is concerned with the identification and removal of barriers.
Inclusion is about the presence, participation and achievement of all students.
Inclusion involves a particular emphasis on those groups of learners who may be at risk of
marginalisation, exclusion or underachievement.

5. (Gill et al., 2017)

6. Is inclusion possible?
Can we overcome our natural stereotypes?
Is society equal?
Should all be treated the same?
Can inclusion be detrimental/harmful?

7. “...inclusion and exclusion are as much about participation and
marginalisation in relation to race, class, gender, sexuality, poverty
and unemployment as they are about traditional special education
concerns with students categorised as low in attainment, disabled
or deviant in behaviour.”
Booth, T. & Ainscow, M. (1998) From Them to Us: An International Study of
Inclusion in Education, Routledge.

8. Marginalisation
Prevents individuals or groups from full participation in social, economic
& political life
Happens on different levels, whole societies, groups, families or
individuals can be marginalized
Happens due to multiple factors
It is contextual, what causes marginalisation in one place/time may be
acceptable at another place/time

9. What are the factors which may lead to a
pupil bi marginalization, exclusion or
underachievement?
Age
Achievement
Behaviour
Disability
Disaffection
Emotional and behavioural
difficulty
Employment
Gender
Housing
Young carers
Language
Mental health
Physical impairment
Poverty
Race/ethnicity
Religion
Sexual orientation
Social class
Culture
Special educational need

10. What are the issues likely to be faced in
education for:
◦ a traveller boy,
◦ a girl who lives with same sex parents,
◦ a child who has refugee status,
◦ a boy who has Down’s Syndrome,
◦ a girl in foster care
◦ a child who lives in extreme poverty
◦ a boy who seems to be experiencing gender dysphoria
◦ a child with a parent with terminal illness

11. Factors which impact on inclusion
◦ Culture
◦ Social class
◦ Poverty
◦ Schooling
◦ Religion and Beliefs
◦ Family
◦ Set up
◦ Attitudes
◦ Looked after children
◦ Race and ethnicity
◦ Refugees
◦ Travellers
◦ Gender and sexuality
◦ LGBT
◦ Transgender
◦ SEND

12. Theory and policy with relevance to
inclusion.
Michel Foucault
Paulo Freire
Pierre Bourdieu
Urie Bronfenbrenner
Maslow
Universal Declaration of Human Rights
1948
European Convention on Human
Rights 1950
1989, United Nations Convention on
the Rights of the Child (UNCRC)

13. Inclusive practices

16. How is the PRU inclusive?

17. Transitions
Start of day
Structure
Breakfast, check-in
Targets
Social activity

18. Safe base
Cosy corner
Multi-purpose

19. Social skills
Sharing
Taking turns
Staff modelling
Acknowledging

20. Stage not age
Individual needs
Assessment
Relationships

21. Here is mine, I use this as an example for the students.
• Why, it’s a low confrontation way of starting a dialogue, “oh wow your birthday is in September, like…”
• It’s a lovely talking point, when introducing people to the group.
• It helps the students discuss their likes, strengths and perceived weaknesses, like a very low key ILP

22. Our classroom
is a safe base.

23. Routines are established:
• Daily check in
• Visual timetable
• Social Lunches
• Transitions
Key
Angry Sad Happy Anxious Sick Energectic
Do you
need any
help?
Monday
Tuesday
Wednesday
Thursday
Friday

24. What about
teaching and
learning?

25. References
Ainscow, M. (2005, 2005/06/01). Developing inclusive education systems: what are the levers for
change? Journal of Educational Change, 6(2), 109-124. https://doi.org/10.1007/s10833-005-1298-4
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research
for the sociology of education (pp. 241-258). Greenwood.
https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm
Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture, 2nd ed. Sage
Publications, Inc.
Gill, K., Quilter-Pinner, H., & Swift, D. (2017). Making The Difference: Breaking the Link Between
School Exclusion and Social Exclusion. IPPR.
UNESCO. (2001). Open file on inclusive education: support materials for managers and administrators.
Inclusive Education, Issue 1.
Vitello, S., & Mithaug, D. (1998). Inclusive schooling : national and international perspectives. L.
Erlbaum Associates.

26. Questions / Discussion
Email: Michael@michaelpower.org.uk
Twitter: @MikePower_91
Web: michaelpower.org.uk
michaelpower.org.uk @MikePower_91

27. Michel Foucault
Foucault describes culture as ‘a hierarchical organization of values, accessible to
everybody, but at the same time the occasion of a mechanism of selection and
exclusion’.
Foucault (2001). L’hermeneutique du sujet. Cours au Collège de France, 1981-
1982. Paris: Gallimard Seuil, p. 173.
He considered there to be a strong link between power and knowledge and
considers that power changes according to political & economic factors
He focuses on social structures, institutions & individuals & the way power is
exercised. Argues ‘discourses’ within society are linked to changes in power
regimes.

28. Paulo Freire
Paulo Freire’s work has influenced people working in education, community
development, community health and many other fields. Freire developed an approach
to education that links the identification of issues to positive action for change and
development.
He believes that education should change existing understandings, practices & rules as
a way of achieving social justice & equality for all. But social reconstruction requires co-
operation & a desire for change
He offered an approach to education that aims to transform oppressive structures by
engaging people who have been marginalized and dehumanized and drawing on what
they already know.

29. Pierre Bourdieu
Power is achieved through competent practice in the social world (only
possible if capital is accumulated)
‘Cultural Capital’ - non-financial social assets (e.g. intellect, speech,
appearance, behavior) which give certain people power/status.
His work is often used to argue that the education system replicates the
values of dominant social classes

30. Urie Bronfenbrenner
He developed the theory of ‘ecological systems’.
In this he considers how the various ecosystems in which the child lives (home, school
community, society) interact & influence each other to shape the child
The final level (the macrosystem), includes things such as the relative freedoms permitted by
the national government, cultural values, the economy, wars, etc. These things can also affect a
child either positively or negatively.

31. Maslow
Maslow's hierarchy, developed by Abraham Maslow in 1954, is a way of organizing the
basic needs of students on different levels (McLeod, 2007).
The extent to which students needs are met will impact on the ability to learn.
For those with ‘additional’ needs these basis needs may be more difficult to meet and
therefore their access to learning may be hindered.

32. Universal Declaration of Human
Rights (1948)
Article 26
(1) Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship among all nations, racial or
religious groups, and shall further the activities of the United Nations for the
maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to
their children.
Article 27
(1) Everyone has the right freely to participate in the cultural life of the community,
to enjoy the arts and to share in scientific advancement and its benefits.

33. The European Convention on Human
Rights
Article 2 of Protocol 1 - Right to education
No person shall be denied the right to education. In the exercise of any
functions which it assumes in relation to education and to teaching, the
State shall respect the right of parents to ensure such education and
teaching in conformity with their own religious and philosophical
convictions.

34. Convention on the Rights of the Child
(1989)
Article 28
1. States Parties recognize the right of the child to education, and with a view
to achieving this right progressively and on the basis of equal opportunity, they
shall, in particular:
(a) Make primary education compulsory and available free to all;
(b) Encourage the development of different forms of secondary education,
including general and vocational education, make them available and
accessible to every child, and take appropriate measures such as the
introduction of free education and offering financial assistance in case of need;
(c) Make higher education accessible to all on the basis of capacity by every
appropriate means;
(d) Make educational and vocational information and guidance available and
accessible to all children;

35. Inclusion in an international context
UNESCO statistics on enrolment indicate that 77 million children in 2004 were still not
enrolled in school.
According to UNICEF sources this figure may be as high as 90 million children (for 2005–
2006) in terms of school attendance figures from household surveys.
In many regions, girls lag far behind.
In other regions, there is a growing problem of underachievement by boys.
Poverty is a key factor impeding enrolment, primary and secondary completion, and
learning outcomes.
Children from ethnic minority and indigenous communities consistently underachieve.

36. According to Booth and Ainscow (2000)
inclusion in education involves:
Valuing all students and staff equally.
Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools.
Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality.
Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as
‘having special educational needs’.
Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of
students more widely.
Viewing the difference between students as resources to support learning, rather than as problems to be overcome.
Acknowledging the right of students to an education in their locality.
Improving schools for staff as well as for students.
Emphasising the role of schools in building community and developing values, as well as in increasing achievement.
Fostering mutually sustaining relationships between schools and communities.
Recognising that inclusion in education is one aspect of inclusion in society.
Booth, T., & Ainscow, M. (2000). Index for Inclusion. Centre for Studies on Inclusive Education.