Learning about inclusion

Inclusion, that is, 'reducing the barriers to learning and participation for all pupils', is a challenge for many schools. Some of these barriers to learning and participation are inevitably found in the classroom, so if inclusion is going to be fully realised it requires the engagement and involvement of classroom teachers.This TLA research summary explores a project in which small groups of teachers were inspired to improve inclusive practice in their schools by engaging in action research. Seven comprehensive schools from England and Wales each had two teacher action research groups, both facilitated by an educational psychologist.The teachers were encouraged to find out about and work with what young people brought with them to school, to take account of what young people valued in terms of education, and then to change practice accordingly. The process was not only about looking to engage greater numbers of young people in existing school practice, but also to change practice to appeal to those who had become disengaged.Action research provided the strategy for achieving ongoing engagement and reflection by teachers working together. Changes in practice were evaluated by the teachers, leading to further reflection and improvement.Some direct practical benefits to teaching and learning resulting from the project included: motivated and energised teachers with a wider repertoire of inclusive practice which had been tested and improved over time engaged pupils with a clearer understanding of their work and wider choices and influence over their own learning, and whole school impact through dissemination of successful action and an enhanced understanding of the potential benefits of teacher action research in the area of inclusion.  The researchers also concluded that the process of action research was valuable to teachers in and of itself. The model required groups of teachers to find time to reflect on evidence together and actively engage in issues of inclusion. This improved the depth and quality of teacher talk and collaboration was seen as a further positive result of the study.The researchers identified five main areas of challenge for facilitators (in this project the facilitators were educational psychologists) and teachers involved in action research: facilitating the process - guiding without dominating preparing the ground - identifying teachers, securing management support shaping a project - deciding the focus for action keeping it going - maintaining momentum amongst conflicting priorities, and closure, sustainability and wider impact - celebrating achievement, disseminating learning and encouraging future action research. We think teachers and CPD leaders interested in inclusive practice and collaborative action research will find the ideas and learning in this summary useful. Also anybody wishing to introduce a culture of enquiry and reflective practice within their school will benefit from the summary.