ERIC Number: ED395432
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Developing an Inclusive Policy for Your School. A CSIE Guide.
Centre for Studies on Inclusive Education, Bristol (England).
This guide is intended to help schools in the United Kingdom move toward greater inclusion of students with disabilities or other special educational needs in regular programs, with appropriate support. Following an introduction, which encourages local education agencies (LEAs) to move towards "inclusive" policies and practices, the first section notes legal requirements for educating these students, including responsibilities of the LEAs, the governing body, and the head teacher. Requirements of the Disability Discrimination Act are summarized. The second section is an introduction to principles of inclusion, with arguments supporting inclusion, a discussion of characteristics of inclusion, and proposal of a social rather than medical model of disability. The third section offers a framework for reviewing and re-writing a school's required policy document on children with special educational needs and offers guidelines for determining the school's current status, setting up a working party, evaluating accessibility, and selecting language and terminology. The final section, on compiling the policy, addresses how inclusive policy can be incorporated into the 17 required components of the school's policy statement. Appendices summarize inclusion issues, offer extracts from some school policy documents, and list additional resources. (DB)
Descriptors: Change Strategies, Disabilities, Educational Change, Educational Objectives, Educational Policy, Elementary Secondary Education, Foreign Countries, Inclusive Schools, Legal Responsibility, Legislation, Mainstreaming, Mission Statements, Policy Formation, School Districts, School Policy, Special Needs Students
Centre for Studies on Inclusive Education, 1 Redland Close, Elm Lane, Redland, Bristol, England BS6 6UE (4.50 pounds British sterling).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Centre for Studies on Inclusive Education, Bristol (England).
Identifiers: United Kingdom
Note: Produced with assistance from Platinum Trust.