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Abstract
Inclusion is one of five National Priorities identified by the Scottish Executive Education Department. As a consequence, teachers throughout Scotland are presently confronting the progression from integration to inclusion, along with the many changes that brings. This paper recounts the first stage of an on-going case study into the experiences of Heather, a girl with Spina Bifida, who requires additional support to meet her special educational needs. It charts her progress through nursery, transition to primary one and advancement through primary one to the end of the year. The setting is a mainstream primary school, one that prior research has identified as embodying good inclusive practice.
By adopting the case study approach, the paper aids our appreciation of the various issues, concerns and difficulties facing mainstream staff in early years education, as they endeavour to respond to the diverse needs of an increasing population of learners with Special Educational Needs. We are given the opportunity of examining the robustness of the inclusive procedures and practices within the school. We also explore the multidisciplinary dimension through studying the contributions of the psychologist, occupational therapist, classroom assistant—even the janitor—as each plays his/her part in the education and development of this little girl.
In this way, the paper allows us to view the practice of inclusion from the perspective of headteacher, class teachers, parent and classroom assistant. Finally, and most importantly, we see the effect and reality of the policy through the eyes of the child herself.
Notes
Frances Ross-Watt is a lecturer at the Department of Educational and Professional Studies, University of Strathclyde.