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Using Evidence to Encourage Inclusive School Development: Possibilities and Challenges

Published online by Cambridge University Press:  26 February 2016

Mel Ainscow  and
Ian Kaplan
Mel Ainscow*
Affiliation:
University of Manchester
Ian Kaplan
Affiliation:
University of Manchester
*
Mel Ainscow, School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom. Email: Mel.Ainscow@man.ac.uk.
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Extract

Recent research suggests that inquiry‐based approaches can be powerful in stimulating the development of inclusive practices. However, the implementation of such approaches can be difficult, particularly in contexts where there is a strong emphasis on improving standards, as measured by test and examination scores. This article describes and reflects on the authors’ experiences in working with staff in an English secondary school. It illustrates how the use of evidence, particularly the views of students themselves, can be a powerful lever for change. The paper argues that the successful use of such approaches will depend on forms of leadership that foster a willingness to address the challenges that emerge as a result of listening to the voices of different people.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 29 , Issue 2 , 2005 , pp. 106 - 116
Copyright
Copyright © The Australian Association of Special Education 2005

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