The Conditions for Inclusion for Learners with SEND

For all learners, their environment can have a profound impact upon their feelings of belonging and aspiration; the influence of school culture, ethos and attitudes of staff and peers are highly influential.

Everyday relationships and interactions with staff and peers form the basis of each learner’s school experience. Where they are positive and nurturing, our learners with SEND are far more likely to feel they belong and can thrive at school.

Fundamental conditions for inclusion should be in place prior to individualised targeted provision for our learners with special educational needs and disabilities:

• An inclusive culture that permeates policy and practice across all aspects of school life.
• An ambitious vision.
• Equality of opportunity across all aspects of school life.
• An understanding and application of the duty to make ‘reasonable adjustments’ across all aspects of school life.
• Alertness to possible unconscious bias that may lead to reduction in aspiration.
• Prioritising independence.
• Representation of positive role models with SEND through the curriculum, resources, visiting speakers.
• Ensuring learners with SEND are represented in all aspects of school life e.g. school plays, clubs, school councils, sports and music events.

Positive relationships between teachers and peers and inclusive teaching practice built on established inclusive principles are fundamental to improving outcomes for all learners.