It is neither unreasonable nor unusual to have to justify what you do with a pot of money – if you are in the public sector. If taxpayers' money is to be used in a certain way, it seems fair to qualify and defend this decision: How will it be used? What is the return on investment?
Such questions are neither complex nor esoteric, but can appear irrelevant and perhaps even foreign for school leaders when making pedagogic decisions. Many heads have told me that inclusion costs significant amounts of time and money and I believe for us to become truly inclusive in our classrooms we have to address this attitude.
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