ABSTRACT

In England, there is a lack of qualitative data exploring the approaches used across age phases and types of schools seeking to provide alternatives to school exclusion. The study used thematic analysis and semi-structured 1:1 interviews with 46 headteachers to determine the strategies employed in their contexts. Three themes were identified: exclusionary systems, processes, and practices; limbo (schools in the mid-ground between inclusive and exclusive practices); and inclusionary systems, processes, and practices. The research highlights the vast range of alternative approaches to school exclusion used in different types of schools. It is evident that the lack of definition of ‘inclusion’ in Department for Education statutory guidance, coupled with schools being able to isolate and segregate children with special educational needs and disabilities for ‘limited periods’, allows for the adoption of exclusionary practices. The results have important messages for the Department of Education in understanding the range of inclusionary and exclusionary approaches used in schools. Furthermore, the study highlights the importance of ‘inclusion’ being consistently defined and explained across departmental statutory guidance to support the adoption of inclusive approaches in schools.

摘要

在英格兰，缺乏定性数据来探索跨年龄阶段和学校类型所使用的方法，以寻求提供替代学校排斥的方法。该研究使用了主题分析和半结构化的 1:1 访谈，对 46 位校长进行了访谈，以确定在他们的背景下采用的策略。确定了三个主题：排他性系统、过程和做法；边缘（处于包容性和排斥性实践之间的中间地带的学校）；和包容性系统、流程和实践。该研究强调了在不同类型的学校中使用的广泛的学校排斥替代方法。很明显，教育部的法定指导中缺乏对“包容”的定义，再加上学校能够在“有限时期”内隔离和隔离有特殊教育需要和残疾的儿童，允许采用排斥性做法。结果对于教育部了解学校使用的包容性和排斥性方法的范围具有重要意义。此外，该研究强调了跨部门法定指南一致定义和解释“包容”的重要性，以支持学校采用包容性方法。