Inclusion provides communities with challenges that demand change across culture, policy and practice with a significant emphasis on classroom culture and practice

Schools should modify their buildings to allow access to anyone whatever their disability

Schools should actively encourage the admission of pupils with special education needs because everyone benefits from working together

Exploration of teaching and learning styles through a variety of initiatives e.g. Mind Friendly Learning, Multiple intelligences, and Accelerated Learning etc. enhance inclusion

Schools must develop skill in relation to working with gifted and talented pupils

Inclusion is often more implicit than explicit in school plans (although it may be more explicit in practice)

Schools need to focus on inclusion, becoming aware of the full range of issues and opportunities that apply to the term inclusion

Many schools think the term applies only to SEN provision

Issues such as gender and gifted and talented pupils need to be explored

Whilst children are rightly at the heart of this issue, in some schools other groups’ needs are not being addressed e.g. classroom assistants

Recognise and celebrate all cultural and family backgrounds and heritages    

Recognise and respect difference   

Recognise and celebrate a wide range of achievement  

Recognise that all pupils are different and can achieve    

Value pupils and encourage them to value themselves  

Recognise that we are all different, seek to understand those differences and strive to give each individual a sense of worth

Reflect and provide equal opportunities for all members of the school community whatever their age, gender, ethnicity, attainment and background

Challenge prejudice, discrimination and segregation wherever it occurs           

Monitor all that is done in the school to ensure inclusion is taking place

Have high and realistic expectations of all members of the school and communicate them clearly            

Have high expectations of all agencies to know, show, provide and share good, effective practice and work with all agencies in the best interests of the pupils

Target resources to overcome barriers to learning, rather than simply to solve problems

Provide a secure and stimulating learning environment for the whole school community   

Accept that everyone has a right to be listened to, to be consulted and to shape and influence decisions

Talk with and listen to pupils

Aim for all school members to have high self-esteem and to show mutual respect

Have a shared vision, which includes partnership with all parties in the community

Involve pupils in debating issues of importance

Operate on the premise that ’difference’, however defined or evidenced, should not be a barrier to learning

Time restraints  

Limited resources            

Unchallenged anti-inclusive principles

Not listening to all individuals   

Insufficient support for teachers

Low parental/community expectations

Rigid measurement of attainment and achievement   

Stereotyping   

Heavy curriculum content   

Poor problem-solving skills         

External pressures and influences

Lack of knowledge of how children learn

Prejudice (recognised and unrecognised)