Hallett, Graham
ORCID: https://orcid.org/0000-0001-9579-1105
(2010)
Book review: Inclusion: developing an effective whole school approach – by Alison Ekins and Peter Grimes.
British Journal of Special Education, 37
(4).
pp. 214-215.
Full text not available from this repository.
Abstract
Graham Hallett, Senior Lecturer, University of Cumbria, reviews the book 'Inclusion: Developing an Effective Whole School Approach' by Alison Ekins and Peter Grimes (2009, Maidenhead: Open University Press, ISBN 9780335236046).
The book proposes a key model in developing a whole-school approach to inclusive practice, that of Inclusion in Action. The model proposed is a ‘series of interlocking processes’ designed to bring data, interventions and provision, and target setting together, to promote self-evaluation; in this way, it is suggested, school development and inclusion will follow. The book suggests that the development of Inclusion in Action is a three-stage process, moving the school from a structure that embodies discrete systems with only tentative connections between those systems, through a process based on a school improvement cycle, to what is described as a dynamic model of whole-school development. This sees continuous self-evaluation, based on principles of distributed leadership, as the mechanism that enables the interlocking processes described above to become embedded within the school.
| Item Type: | Article |
|---|---|
| Journal / Publication Title: | British Journal of Special Education |
| Publisher: | Wiley / NASEN |
| ISSN: | 1467-8578 |
| Departments: | Institute of Education > Initial Teacher Education |
| Depositing User: | Anna Lupton |
| Date Deposited: | 23 Jan 2025 11:56 |
| Last Modified: | 23 Jan 2025 11:56 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/8609 |
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