A Framework to consider the six dimensions of inclusive education: supporting practitioners to reduce school exclusion.

Middleton, Tristan ORCID: 0000-0001-8111-3856 and Kay, Lynda ORCID: 0000-0001-5693-9533 (2019) A Framework to consider the six dimensions of inclusive education: supporting practitioners to reduce school exclusion. In: TEAN Annual Conference, 9th -10th May 2019, Birmingham Aston University. (Unpublished)

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Exclusion is a sanction which may be used by schools within their toolbox of behaviour management strategies. Statutory guidance (DfE, 2017a, p.6) advocates that permanent exclusion is a sanction to be utilised in circumstances in which significant issues around health and safety issues and behaviour have been identified. Permanent exclusion is at the most severe end of the range of strategies under the exclusion spectrum; a spectrum which includes temporary exclusion and less formal measures, such as internal exclusion. Whichever format exclusion is employed within, it may be argued that this conveys that for children with special educational needs (SEN) their needs have not been met. Additionally, it is of huge concern that recent data from the Department for Education (DfE) identifies that exclusion for pupils with SEN “had the highest permanent exclusion rate and were almost 7 times more likely to receive a permanent exclusion than pupils with no SEN” (DfE, 2017b, p.6). This is a concern for teacher educators who are supporting trainee and current practitioners to navigate the complexities of meeting diverse needs in their classrooms. This paper presents a conceptualisation of inclusive education through six dimensions. This conceptualisation has been developed through the researchers’ exploration of how an inclusive approach may reduce school exclusion. The six dimensions will be presented and explored in the context of school exclusion: learning and difference, social justice and human rights, empowerment, creativity, humanism and praxis. A framework which incorporated these six dimensions has been developed to support school staff to navigate the challenges of implementing inclusive practice in the current context. The framework will be presented as a tool to help practitioners understand the school setting in the context of an inclusive approach. It could be used by teacher educators to support the development of reflective practice.

Item Type: Conference or Workshop Item (Paper)
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Schools and Research Institutes > School of Education and Science
Research Priority Areas: Society and Learning
Depositing User: Tristan Middleton
Date Deposited: 19 Jul 2019 10:41
Last Modified: 31 Aug 2023 08:43
URI: https://eprints.glos.ac.uk/id/eprint/7037

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