Convenor

Richard Rose
richard.rose@northampton.ac.uk

Since the 1994 Code of Practice for Special Educational Needs (DfE, 1994), there has been a proliferation in research and publications addressing the nature, aims, and impact of inclusion, (Dyson and Gains, 1995; Garner, 1995, 1996; Bromfield, 1996; Thomas, 1997; Lewis, Neill and Campbell, 1997; Lewis, 1998; Gibson, 1999). Currently, and in the context of SENDA (DfES, 2002), there is need to provide clarity in usage of the term ‘Inclusion’ and language associated with it. To address such questions as; what in effect do practitioners and/or academics mean when referring to ‘Inclusion’, ‘Inclusive Environments’, ‘Inclusive Education’ ‘Special Educational Needs’, ‘Disability’? What is perceived as best practice in attempting to facilitate the development of an inclusive learning environment? What do we understand by the social
model of disability? How have practitioners endeavoured to ensure the voices of those with impairment/s and/or learning needs have been and are currently heard? What are the current learning needs of practitioners in this area?

Aims of the group:

• - To facilitate debate and engage in critical thinking about the issues involved in Supporting Learning in Inclusive Environments.
• - To develop a network of academics and practitioners engaging in this debate.
• - To promote and disseminate research findings from academics and practitioners in the area of Supporting Learning in Inclusive.

Environments.

• - To share and disseminate best practice in this field.
• - To provide a network of support for colleagues working in this area and to develop communication channels for them to interact.
• - To foster the development of a proactive group of people eager to develop their learning and understanding about the nature, aims and consequences of Supporting Learning in Inclusive Environments.