ABSTRACT
In this chapter we begin to describe and analyse the attempts by staff in the network schools to overcome barriers to learning and participation for their students. We focus in particular on the effect on schools of external pressures from central and local government policies on inclusion, the standards agenda and accountability culture. The chapter is illustrated by developments in Southminster LEA. We provide accounts of some of the inclusion activities that occurred within the eight schools which participated in the network. This leads us to reflect on the possibilities for staff in the schools for integrating their work on inclusion into long-term development strategies. Finally we draw together ideas about the space that can be created in schools for the development of inclusion within a particular policy climate.
