I often get asked what I mean when I say inclusion. The word can mean different things to different people: at the local authority, it might be about diminishing exclusions or SEN tribunals, CEOs of MATs might think about data and grades of cohorts, principals might think about budgets, and classroom teachers might think about stress.
They all think about plenty of other things as well of course and no one person is a stereotype – but then that is what I think when I consider the word inclusion: “We are all different really and that’s a good thing.”
However, there is one common teaching approach that epitomises SEND inclusion but which is often overlooked as part of inclusive approaches to teaching and learning: working in groups.
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