V Es ta blishing the necessa ry educ ation policies a nd str ategies
Individual schools should look at their state of readiness to become more inclusive, and identify the steps needed to go forward.142 In so doing, consideration can be given to the cultures, policies and practices that are needed. This might include the development of a CFS framework, school self-assessments as well as school development plans. It will also involve analysis of existing resources and initiatives in their schools, including the availability of community and parental support. All members of the school community should be involved in developing the policy – teachers, administrative staff, children and their parents − as this will strengthen ownership and understanding. The process of its development is also an opportunity to address the issues and learn why they are important, and to develop skills in negotiation, listening and understanding different points of view and types of experience. Efforts will also need to be made to address teacher associations, school boards, parent-teacher associations and other functioning school support groups with programmes to increase their understanding and knowledge of disability so that they are willing to accept children with disabilities into mainstream schools.
Achieving the necessary environment to promote inclusive schools143
Evolving inclusive practice Producing inclusive policies
Creating inclusive cultures
Realising the right to access, quality and respect in inclusive education
(See section on School Assessment for more details on indicators against which to measure inclusive schools)
The policy should be reflected in all aspects of the life of the school: classroom teaching and relationships, school and board meetings, teacher supervision, school trips, playground behaviour, budgetary allocations and any interface with the local community or wider public.
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