Inclusive schools
Inclusive schools is a research-based measure from the Tell Them From Me surveys. It is a source of evidence linked to What works best and the School Excellence Framework.
What is it?
An inclusive school is one in which all students have equal access to opportunities. This includes modifying teaching and learning opportunities to meet the needs of individual students, encouraging student participation in school activities and building a culture of acceptance and positive relationships.
The Tell Them From Me surveys ask teachers about the practices that they employ to ensure that they know their students and provide all students with opportunities to thrive at school. The results are reported as teachers' average score for inclusive school.
Why is it important?
Students attending schools with inclusive practices have better academic and social outcomes. Inclusive education challenges teachers to incorporate a variety of strategies to meet diverse learning needs which, in turn, benefits all students. Building a culture of tolerance and understanding also helps students and teachers to understand and value individual differences. Teachers' beliefs and attitudes towards inclusion are related to the success or failure of inclusive education initiatives employed at school.
School improvement links
| School Excellence Framework element | What works best theme |
|---|---|
| Wellbeing | Wellbeing |
Resources
Evidence base
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
Boyle, C., Scriven, B., Durning, S., & Downes, C. (2011). Facilitating the learning of all students: The ‘professional positive’ of inclusive practice in Australian primary schools. Support for Learning, 26(2), 72-78.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Katz, J., Porath, M., Bendu, C., & Epp, B. (2012). Diverse voices: Middle years students’ insights into life in inclusive classrooms. Exceptionality Education International, 22(1), 2-16.
Loreman, T. (2014). Measuring inclusive education outcomes in Alberta, Canada. International Journal of Inclusive Education, 18(5), 459-483.
UNESCO (2009). Policy guidelines on inclusion in education. Paris: UNESCO.
Willms, J. D. (2009, October). Classroom Diversity and Inclusion: The Educational Advantage. Plenary presentation at the Return to Salamanca – Global Conference on Inclusive Education. Salamanca, Spain.
Explainers of the Tell Them From Me measures have been produced in collaboration with The Learning Bar. The Tell Them From Me measures are provided by, and remain the intellectual property of, The Learning Bar. The explainers can also be found online within the Tell Them From Me portal. Tell Them From Me and TTFM are trademarks of The Learning Bar.