ABSTRACT
‘The basic difference to making a school inclusive is not the building or the resources but the attitude’ (Alderson 1999: 16). Schools do need policy documents, development plans, staff training and a written whole-school ethos for working with pupils with special needs, but it is the attitude and atmosphere in the school which can often be more telling. Self-review documents such as The Index for Inclusion (CSIE 2000) and the Leeds Schools’ Chartermark (Leeds Inclusion Project 2000) give some indications that developing good inclusive practice is beginning to have an impact on schools.
