{"id":520,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-02-10T09:59:59","modified_gmt":"2026-02-10T09:59:59","slug":"inclusion","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/inclusion\/","title":{"rendered":"Inclusion"},"content":{"rendered":"
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Inclusion<\/span><\/h1>\n

Scottish Government policy and guidance promote education in a mainstream setting and the development of inclusive learning approaches.<\/p>\n

\u201cAll Scotland\u2019s children and young people are entitled to support to enable them to gain as much as possible from the opportunities that Curriculum for Excellence provides\u2026\u00a0 The diversity of learners challenges policymakers, teachers and others to provide education that is able to flexibly respond to that diversity.\u00a0 We need to respond in such a way that barriers to participation, learning and achievement are removed, inclusion and equality are promoted and a high quality education for all is developed and sustained.\u201d \u00a0<\/cite>\u00a0\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/p>\n

(Support for All<\/strong><\/a>, Education Scotland, 2021)<\/p>\n

\u201cInclusion means taking positive action and intervening in order to enable achievement for all by building and fulfilling the potential of every child, young person and adult.\u201d<\/cite><\/p>\n

(How good is our school 4<\/strong><\/a>, Education Scotland, 2015, p. 59)<\/p>\n

\u201cAll staff have a responsibility to take a child-centred approach which promotes and supports wellbeing, inclusion, equality and fairness.\u00a0 This entitlement to universal support for all children and young people is rooted in the environment in which they learn \u2013 along with its related ethos and relationships.\u201d<\/cite><\/p>\n

(Supporting Learners<\/strong><\/a>, Education Scotland)<\/p>\n

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4 Key pillars within approaches must be understood and promoted to encourage this.<\/p>\n

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(Guidance on the presumption to provide education in a mainstream setting<\/a>, Scottish Government, 2019, p. 6)<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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Present:\u00a0 <\/strong>Children have a right<\/a> to be part of their mainstream setting, be included, and attend in a space that encourages their health and wellbeing<\/a>.\u00a0 The child’s needs must be observed<\/a>, planned for, and facilitated to support this.\u00a0 Families <\/a>and their expertise of their children must be valued and effectively worked with to support attendance and engagement in a meaningful way.<\/p>\n

Participating:\u00a0 <\/strong>Children should be full participants in learning experiences with peers and wider opportunities throughout the setting and beyond.\u00a0 ‘Reasonable adjustments’ must be employed to support, encourage and ensure this.\u00a0 The child’s voice<\/a> across all experiences should be heard, valued, responded to, and visible.<\/p>\n

(Third Space and CIRCLE<\/a> have created a helpful tool that can be used to review participation).<\/p>\n

Achieving:\u00a0 <\/strong>Children have the right to conditions that allow them to become “the best they can be.”\u00a0 \u00a0Achievement across learning and personal contexts should be encouraged and celebrated.\u00a0 Approaches to assessment<\/a> should encompass a variety of methods to ensure differences are valued and make visible individual achievement.<\/p>\n

Supported:\u00a0 <\/strong>Approaches across learning, teaching and assessment<\/a>\u00a0should be responsive<\/a> to children’s individual needs.\u00a0 Support should be appropriate, proportionate and timely.\u00a0 A shared approach to support should be encouraged at all stages.<\/p>\n

Additional information can be found here:<\/p>\n