ABSTRACT
This chapter will examine the complex and, at times, contradictory nature of the role of inclusion manager from the perspective of a former secondary school teacher, later special educational needs co-ordinator (SENCo) and vice principal in a secondary comprehensive school in an urban area of the East Midlands in England. In particular, the chapter, written in the first person of the author, will consider her views in relation to her role alongside established and up-to-date policy and research regarding ‘inclusion’ in education, in particular with regard to social justice and the reality of practice.
The chapter will also consider the issues associated with ‘inclusion’ and ‘exclusion’ according to the researcher’s experiences as inclusion manager and explore the rise in the number of school exclusions nationally; possible reasons for this; and, in terms of social justice, the implications of exclusions for children, their family, and local communities. Management strategies used as an alternative to exclusion, such as managed moves (MM), alternative provision (AP), learning support units (LSU), and internal inclusion units (IEU) within secondary state schools in England will also be explored. Further, the chapter will consider the extent to which ‘inclusion’ has developed into a term applied to children with challenging behaviours, some of whom have special educational needs or disabilities (SEND) or are Looked after Children (LAC), and are perhaps ‘stuck’ in the revolving door of school exclusion.
In terms of specific areas of focus, the chapter will consider the following:
Where the notion of inclusion sits, in terms of social justice and children’s rights to an education, including those with SEND, as well as their peers (UNESCO, 2011), and the extent to which one child’s ‘rights’ might take precedence over those of another child.
The relationship between vulnerable groups of learners, including those with SEND, and school exclusion rates, as well as the implications of exclusion for such groups.
The role of managed moves (MM), alternative provision (AP), learning support units (LSU), and internal exclusion units (IEU) in reducing school exclusion rates and, thus, enabling children to thrive, or not.
The pressures on inclusion managers to take a principled view of how to put the principles of social justice into effect and consider whether it is possible to balance the needs of the child, their parents, the head teacher, the teachers, the school community, and any involved outside agencies.
The extent to which an inclusion manager complies with policy: what the reality of the role is in practice and the implications of this.
The vital role the inclusion manager plays in terms of teacher and teaching assistant (TA) continuing professional development (CPD).
The chapter will be informed by reference to supporting policy and research literature, as well as short student pen portraits to illustrate key themes.