No abstract

No abstract

No abstract

This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identi®ed as inclusive by the local education authority (LEA). The study, which formed the second part of a`bricolage' approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school level. Data were collected through interviewing of a variety of school constituencies and participant observation. The analysis suggested that: (a) the participants were enculturated into the integration model; (b) although there were strong perceived academic bene®ts for the included students, the evidence is contradictory regarding the social outcomes of inclusion; (c) successful implementation of inclusion requires restructuring of the physical environment, resources, organizational changes and instructional adaptations; and (d) there was a perceived need for ongoing professional development. The ®ndings reported in this investigation may be used to illuminate current practice in the LEA and to provide directions for formulating policies to support`inclusive practice' in ways which are acceptable to teachers, parents and students.

No abstract