Mission impossible: inclusive teaching in a standards-driven system
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AbstractThis paper discusses the findings of two studies that critically analysed teachers' perspectives on the operation of the standards and inclusion agenda in primary schools in England. The studies were carried out in 2010–2011 and 2019, respectively. Through the application of Q methodology, the paper examines whether teachers' perspectives of standards and inclusion have changed over time. Analysis of the data strongly suggests that teachers have experienced significant difficulties including children with SEND while at the same time trying to operationalise the objectives of the standards agenda. The research concludes that there needs to be a focus on developing effective strategies to include children with SEND within the hostile environment of the standards agenda. Within such an environment it is suggested that focus needs to move away from concentrating on ‘children with SEND having difficulties’ to the creation of inclusive educational settings which welcome all learners. In addition, it is argued that Statutory Assessment Tests (SATs) should also be revised to consider the needs of all learners.
CitationWilliams-Brown, Z., Hodkinson, A. and Jopling, M. (2023) Mission impossible: inclusive teaching in a standards-driven system. Education 3-13. https://doi.org/10.1080/03004279.2022.2155066
PublisherTaylor & Francis
DescriptionThis is an accepted manuscript of an article published by Taylor & Francis in Education 3-13 on 07/01/2023, available online: https://doi.org/10.1080/03004279.2022.2155066 The accepted version of the publication may differ from the final published version.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/