= avoidanceofexclusion + voluntaryparticipation

For many years, inclusionhas been thebuzzwordinthe educationsector,including in initialtraining, butitisa trickyconcepttodefineand hardtomonitor.Ifthought aboutinterms of SMARTtargets(specific, measurable, achievable, realisticand timed), inclusionasanoutcomeistoo broad and intangible,and yet it is anecessity for good practice. If we flipthe focus from aiming to achieve inclusiontoinstead avoidingany pupil’sexclusionfromactivities and learning,wehavethe potentialfor apositive outcomeina format that is easier to envisage and attain. Ensuring the avoidance of exclusionratherthanseeking the evidence of inclusionbecomes amore embraceable andmeasurable target

Thedilemmawithinclusion is thatitis a multifaceted concept. It is notonlydependent on adaptations made to the environment and the activities that takeplace within it butis alsoinfluenced by the relationshipsthat occur withinthe environment, the receptiveness of the individual and how all these factors are experienced at that specific pointintime.

Thismeans that,however hardthe manager of theenvironment or the teacherinthe classroomworks to create an inclusive setting,theirsuccesscannot be fairly and accuratelymeasured Ultimately, thismeans that the vital concept of inclusion has the potential to becomea goal thatisfrustrating to aim for,particularly for early-career teachers grapplingwith many other fundamental aspects of teaching and learning.

Proactive Andreactive Steps

Pupilexclusioncan be minimised through proactive, generic andpupil-specific strategies during lesson preparation, andthroughreactive strategiesduring lesson delivery. Forexample, generic proactiveconsiderations in lesson preparationcould include encouraging pupil autonomy overresourceselection to assist with amathsproblem;the availability of a writing frame or word bank forstory writing; or ensuringthatthe whiteboard screen is apastel shade rather than white,and that considerationhas been made in advance regardingpairings or groupings foractivities. Examples of proactiveenvironmental considerationsinclude ensuringthe classroomis calmand uncluttered, that there areclear visuals for labelsinaddition to wordsand that there are quietspacesfor children andyoung people who needthem. Anyadditionaland necessary pupil-specific strategies canberecognised through adeeperunderstanding of thepupil’s individual experience.Throughcreating a setofgeneric andpupil-specific checksand considerationsregarding both the environment of the classroom andthe preparations for lessons, the potential for exclusionfrom activities and learning canbeminimised.

Reactive checks to avoid exclusion from activities andlearningduring lessons need tofocus on pupil participation.Participation is awordthatisoften pairedwithinclusion but should not be assumedasaninevitable outcome. It is possible to be included in an activity butfor the individual to choose notto participate. It is also possible forall proactive steps in avoiding exclusion to have been taken andyet, forvarious reasons, the pupilisunable to engage.Investigating these unknown or unrecognised barrierstoparticipation further is then essential to be abletomanagethem

Inclusion Andparticipation

If participation is voluntaryand the pupil opts into the activitybecauseitisinteresting andaccessible and they are in areadystatetolearn,theninclusion has been achieved. This outcome is more likelytooccurifthe generic and pupil-specific proactive stepstoavoid exclusionhave already takenplace. Aiming forinclusion will notinevitably result in participation but recognising that all stepshave been taken puts theonus on individual participation Despite allsteps being takentoavoid exclusion, participationcannotbeimmediately guaranteed. Changes in mindset take time to bear fruit. Constancy regarding access to activitiesand learning, andrespect in gaining abetter understanding of the pupil’s perspective must be combined with patience. Thisiswonderfully explained by psychotherapist Virginia Axline in herbook, ‘Dibs:InSearch of Self’. Sheoutlines the steps of ajourney by ayoung boy in choosing to engagewiththe world around him. Axlineproposes that the foundationsfor facilitatinggrowth andconnection must stem from an awareness ‘that no one ever reallyknowsasmuch about any humanbeing’sinner world as does the individual himself; and that responsible freedom grows anddevelopsfrominside theperson’.