ABSTRACT
Schools need to recognise and build on the strengths of enabling pupils like Hamish and Jane (discussed in Chapters 4 and 5 respectively) but also to support children like Alice (see Chapter 4) without sacrificing other pupils’ interests. To do so effectively requires both a strong commitment to promoting an inclusive ethos and the means to realise that commitment. This chapter synthesises the implications from the various research projects discussed in earlier chapters. Seven themes emerged: the pros and cons of visitor status, balancing of guide and partner roles, the communication push, barriers to communication, respect for individuals, adults’ responses to ‘misbehaviour’, and the importance of monitoring interaction.
