Resourced provision: the impact of inclusive practices on a mainstream primary school

Glazzard, Jonathan (2013) Resourced provision: the impact of inclusive practices on a mainstream primary school. Support for Learning: British Journal of Learning Support, 28 (3). pp. 92-96. ISSN 0268-2141

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Abstract

This personal account from a special educational needs co-ordinator illustrates the negative impact that resourced provision has had on one school. The provision caters for children with communication and interaction difficulties and is housed in a mainstream primary school. For this school, while the provision has had a beneficial impact on the development of inclusive values among pupils, it has also led to a decline in the overall effectiveness of the school. The achievement data of pupils in the provision has had a detrimental impact on overall school performance data. Current narrow measures of school effectiveness in England mean that schools with increasingly diverse student populations can pay the price for their commitment to inclusion, as this example illustrates.

Item Type:	Article
Subjects:	L Education > L Education (General)
Schools:	School of Education and Professional Development
Related URLs:	Author Publisher
Depositing User:	Jonathan Glazzard
Date Deposited:	20 Aug 2013 11:10
Last Modified:	28 Aug 2021 19:46
URI:	http://eprints.hud.ac.uk/id/eprint/18155

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