Developing a whole school inclusive policy in the primary school

Abstract

This study attempts to probe current inclusionary practices in state, Church and private independent primary schools. The aim of this work is to analyse the provision and process of inclusion and the role of the heads of schools and class teachers of year 1 to year 4 in this regard. The literature review focuses on all children’s fundamental right to a holistic education. It then sets out to highlight the relationship between school improvement and transformational leadership. It provides a theoretical background to issues raised during the research. This research is qualitative in design. Data was collated through interviews with heads of primary schools, and teachers of year 1 to year 4. The interview questions covered issues of Inclusion, School Development Planning, strategies used and approaches adopted to practise inclusive principles. The findings in this study indicate that heads of schools and teachers appreciate the diversity of their pupils and recognise that each one has strengths, unique characteristics and abilities that must be fully developed to help them experience success. Finally, while acknowledging the limitations of the study, the findings tentatively suggest the need to work on an inclusive policy development to help schools address problems that may arise in the process of implementing inclusive principles.