This study sought to answer the following five questions: 1. Is there any evidence that inclusion has an effect on attainments at LEA level? In other words, is there evidence that more inclusive LEAs do better or worse than less inclusive ones in terms of pupil attainments? 2. Is there any evidence that inclusion has an effect on attainments at school level? In other words, is there evidence that more inclusive schools do better or worse than less inclusive ones in terms of pupil attainments? 3. Is there any evidence of differential effects of inclusion on the attainments of different pupil groups? In other words, do some groups of pupils do better or worse in inclusive schools than others? 4. Is there any evidence that inclusion has impacts on achievements over and beyond the attainments that are captured in national assessments? Do pupils in inclusive schools, for instance, have better social skills or higher self-esteem than pupils elsewhere? 5. Where highly inclusive schools also produce high levels of attainment amongst their pupils, how do they manage this? What strategies and forms of organisation do they use? How \inclusive' (in the sense of equitable and participatory) are their practices? And how do these schools differ from equally inclusive schools which do not generate such high attainments?
|Journal||University of Newcastle|
|Publication status||Published - 2004|