Developing inclusive practice in Scotland: the National Framework for Inclusion

Barrett, L. R.; Beaton, Mhairi; Head, George; McAuliffe, Lisa; Moscardini, Lio; Spratt, Jennifer; Sutherland, Margaret

doi:10.1080/02643944.2015.1070896

Cited by 15 publications

(17 citation statements)

References 5 publications

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“…With reference to other approaches, there are several other inclusion-focused frameworks [ 48 , 49 , 50 , 51 ]. However, these have tended to focus on measurement of whole school inclusive practice [ 49 ], theoretical principles [ 50 ], or require a whole system approach [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

Using Stakeholder Involvement, Expert Knowledge and Naturalistic Implementation to Co-Design a Complex Intervention to Support Children’s Inclusion and Participation in Schools: The CIRCLE Framework

et al. 2021

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Whist inclusion is recommended for most children most of the time it remains difficult to implement. In this paper, we present the process undertaken to review and redesign a pre-existing complex intervention (The CIRCLE Framework) which was designed to enhance teachers confidence and competence in provision of universal first level supports for 5–12 year old children with additional support needs. The approach presented draws on the Medical Research Council guidance for the development of complex interventions. A series of ten co-design workshops with 70 stakeholders was completed, applying interactive and participatory methods. Analysing outputs of each workshop revealed recurring design ideas that became the main aspects of the new framework and associated manuals. Intervention content, theoretical frameworks, manuals to support use in practice and implementation strategies were developed. On completion, the updated intervention was extended up to 18 years of age and redistributed to all teachers in the participating local authority. We present the main conclusions and interpretations around the design and naturalistic implementation of the framework, and reflections on use in practice, including a detailed list of recommendations for implementation across schools and staff.

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Section: Discussionmentioning

confidence: 99%

Using Stakeholder Involvement, Expert Knowledge and Naturalistic Implementation to Co-Design a Complex Intervention to Support Children’s Inclusion and Participation in Schools: The CIRCLE Framework

et al. 2021

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“…Other frameworks do exist to support the inclusion of children with additional support needs (Barrett, et al, 2015;Booth & Ainscow, 2002;EADSNE, 2012;Florian & Spratt, 2013;Shogren et al, 2015). For example, the Index for Inclusion (Booth and Ainscow, 2002) has an explicit focus on whole school processes, enabling senior management to lead a school through cycles of change and develop an inclusive school development plan.…”

Section: Discussionmentioning

confidence: 99%

“…Diagnosis driven interventions also miss the strong message that remediating the child's difficulties is divergent with philosophical and ethical principles of ensuring that learners are not reduced to their limitations (Florian & Rouse, 2009). There are several inclusion-focussed frameworks, which have been developed to support and assist educators (Barrett, et al, 2015;Booth & Ainscow, 2002;EADSNE, 2012;Florian & Spratt, 2013;Shogren, McCart, Lyon & Sailor, 2015). However, these have tended to focus on theoretical principles of inclusion (EADSNE, 2012), measurement of whole school inclusive practice (Booth & Ainscow, 2002) or require a whole system approach (Shogren et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Development and Implementation of the CIRCLE Framework

Maciver

Hunter

Adamson

et al. 2019

International Journal of Disability, Development and Education

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We report the implementation of a new framework supporting teacher practice for inclusion of children with disabilities in mainstream classrooms. Eight schools in one Scottish authority took part. Questionnaire, focus group and interview data were gathered. Results indicated that the framework was well-received and provided a useful resource for class teachers. The framework was perceived as a feasible method for supporting teachers and related personnel to think systematically about key issues relating to children with disabilities in the classroom. It was suggested that provision of a common language was supportive of collaborative working. Areas for revision included a system of navigation and simplification in the framework manual.

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“…. Social inclusion has in recent times also expanded to include digital inclusion and linguistic inclusion -ensuring that suitable technology use and translated or multi-lingual options are made available for members of a society to ensure equitable access to the services required of modern life -from banking, to online purchasing, online healthcare and online education (Baker, Hanson, & Hunsinger 2013;Barrett et al 2015;Gorski 2009).…”

Section: Approaches To Open Education and Social Justice Researchmentioning

confidence: 99%