Developing inclusive practice in Scotland

the National Framework for Inclusion

Louise Barrett, Mhairi Beaton, George Head, Lisa McAuliffe, Lio Moscardini, Jennifer Spratt, Margaret Sutherland

Research output: Contribution to journalArticle

4 Citations (Scopus)
1669 Downloads (Pure)

Abstract

This paper reports on the collaborative development of a ‘National Framework for Inclusion’ under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy has refocused the notion of ‘special educational needs’ based on ideas of individual deficit to support and provision for all learners. As teachers are therefore charged with responsibility for an increasingly diverse population of learners, the National Framework of Inclusion was developed to support both pre-service and qualified teachers to work inclusively to provide fair and meaningful experiences for all learners. The paper examines the underpinning principles of the Framework, describes the collaborative process of its development and provides one innovative example of its use.
Original languageEnglish
Number of pages8
JournalPastoral Care in Education
Volume33
Issue number3
Early online date3 Aug 2015
DOIs
Publication statusE-pub ahead of print - 3 Aug 2015

Fingerprint

Scotland
inclusion
teacher
Legislation
Education
education
special educational needs
Research
Population
deficit
legislation
responsibility
Teacher Training
experience

Keywords

  • inclusion
  • teacher education
  • collaboration
  • diversity

Cite this

Barrett, L., Beaton, M., Head, G., McAuliffe, L., Moscardini, L., Spratt, J., & Sutherland, M. (2015). Developing inclusive practice in Scotland: the National Framework for Inclusion. Pastoral Care in Education, 33(3). https://doi.org/10.1080/02643944.2015.1070896
Barrett, Louise ; Beaton, Mhairi ; Head, George ; McAuliffe, Lisa ; Moscardini, Lio ; Spratt, Jennifer ; Sutherland, Margaret. / Developing inclusive practice in Scotland : the National Framework for Inclusion. In: Pastoral Care in Education. 2015 ; Vol. 33, No. 3.
@article{f879b72dafed42c194fcefcf10330b73,
title = "Developing inclusive practice in Scotland: the National Framework for Inclusion",
abstract = "This paper reports on the collaborative development of a ‘National Framework for Inclusion’ under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy has refocused the notion of ‘special educational needs’ based on ideas of individual deficit to support and provision for all learners. As teachers are therefore charged with responsibility for an increasingly diverse population of learners, the National Framework of Inclusion was developed to support both pre-service and qualified teachers to work inclusively to provide fair and meaningful experiences for all learners. The paper examines the underpinning principles of the Framework, describes the collaborative process of its development and provides one innovative example of its use.",
keywords = "inclusion, teacher education, collaboration, diversity",
author = "Louise Barrett and Mhairi Beaton and George Head and Lisa McAuliffe and Lio Moscardini and Jennifer Spratt and Margaret Sutherland",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Pastoral Care in Education on 03/08/2015, available online: http://www.tandfonline.com/10.1080/02643944.2015.1070896",
year = "2015",
month = "8",
day = "3",
doi = "10.1080/02643944.2015.1070896",
language = "English",
volume = "33",
journal = "Pastoral Care in Education",
issn = "0264-3944",
number = "3",

}

Barrett, L, Beaton, M, Head, G, McAuliffe, L, Moscardini, L, Spratt, J & Sutherland, M 2015, 'Developing inclusive practice in Scotland: the National Framework for Inclusion', Pastoral Care in Education, vol. 33, no. 3. https://doi.org/10.1080/02643944.2015.1070896

Developing inclusive practice in Scotland : the National Framework for Inclusion. / Barrett, Louise; Beaton, Mhairi; Head, George; McAuliffe, Lisa; Moscardini, Lio; Spratt, Jennifer; Sutherland, Margaret.

In: Pastoral Care in Education, Vol. 33, No. 3, 03.08.2015.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Developing inclusive practice in Scotland

T2 - the National Framework for Inclusion

AU - Barrett, Louise

AU - Beaton, Mhairi

AU - Head, George

AU - McAuliffe, Lisa

AU - Moscardini, Lio

AU - Spratt, Jennifer

AU - Sutherland, Margaret

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Pastoral Care in Education on 03/08/2015, available online: http://www.tandfonline.com/10.1080/02643944.2015.1070896

PY - 2015/8/3

Y1 - 2015/8/3

N2 - This paper reports on the collaborative development of a ‘National Framework for Inclusion’ under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy has refocused the notion of ‘special educational needs’ based on ideas of individual deficit to support and provision for all learners. As teachers are therefore charged with responsibility for an increasingly diverse population of learners, the National Framework of Inclusion was developed to support both pre-service and qualified teachers to work inclusively to provide fair and meaningful experiences for all learners. The paper examines the underpinning principles of the Framework, describes the collaborative process of its development and provides one innovative example of its use.

AB - This paper reports on the collaborative development of a ‘National Framework for Inclusion’ under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy has refocused the notion of ‘special educational needs’ based on ideas of individual deficit to support and provision for all learners. As teachers are therefore charged with responsibility for an increasingly diverse population of learners, the National Framework of Inclusion was developed to support both pre-service and qualified teachers to work inclusively to provide fair and meaningful experiences for all learners. The paper examines the underpinning principles of the Framework, describes the collaborative process of its development and provides one innovative example of its use.

KW - inclusion

KW - teacher education

KW - collaboration

KW - diversity

UR - http://www.tandfonline.com/loi/rped

U2 - 10.1080/02643944.2015.1070896

DO - 10.1080/02643944.2015.1070896

M3 - Article

VL - 33

JO - Pastoral Care in Education

JF - Pastoral Care in Education

SN - 0264-3944

IS - 3

ER -