ABSTRACT
Gill Henderson considers how support services can move from being ‘crisis led’, taking on the problems that schools encounter, to being proactive in ensuring that teachers feel confident and competent in responding to a wider range of difference. Where schools have to deal with complex difficulties requiring support from a variety of agencies, she stresses the importance of interagency working based on a shared infrastructure rather than fragmented multiagency inputs. A number of small-scale projects are described that illustrate this way of working and take advantage of short-term funding streams. Henderson notes that the sustainability of the resulting capacity for inclusion arising from these projects is at risk because of the uncertainty of continued funding.
