Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570753
Title: The development of a new school as an inclusive school : a case study of one North London primary school from the planning stage to the implementation stage/s
Author: Wilmot, Elaine
Awarding Body: Middlesex University
Current Institution: Middlesex University
Date of Award: 2003
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
In this study of the development and evaluation of a new school as an inclusive school, I explore the theme of inclusive education and show how the boundaries of inclusive practice have been expanded as this unique school has grown over the four years since it has been established. My methodology is a combination of case study and action research. My intent is to redefine inclusive education, from the integration of children with special educational needs to being individualised community-based learning. I consider how 1 developed the various aspects that contribute to the inclusive nature of the school, including curriculum, learning facilitation, learning environment, assessment for learning and look at the standards achieved within the school as one indicator of its success. I also consider my role as headteacher of the school, my background and how I came to this vision and have come to this practice of inclusive education. Through an evaluative study I show that the inclusive practices are very effective in our school in terms of parental satisfaction, staff and pupil attitudes, a positive Ofsted report, and rising standards. I isolate the elements that contribute to the success of the school and use them for the basis of a 'template' and a new definition. I hope that this template can then be of use to other schools to enable them to reflect on their own practices with a view to developing inclusive education more broadly.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Professional Doctorate) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.570753  DOI: Not available
Share: