Natspec has today published a report exploring what inclusion means in the context of specialist colleges. Current discussions about inclusion are dominated by attempts to define inclusion as it applies to mainstream settings. The voices of those who work and learn at specialist colleges have so far been missing from the conversation. That’s what Natspec’s new research into inclusion in specialist colleges set out to change.
Both learners and senior leaders from specialist colleges told us clearly: inclusion isn’t about where you learn. It’s about belonging, choice, agency, and having opportunities to lead a fulfilling life like any other young person. Young people felt they belonged in specialist colleges because they were part of a supportive community of peers who shared experiences of disability and additional needs.
Inclusion was achieved through building provision around the learner, tailoring the learning experience to each individual. Learners were made to feel safe, supported and listened to by highly skilled professionals from different disciplines across education, health and care, who worked collaboratively to build trusting relationships with learners. Learners were being given opportunities to develop and rehearse the skills needed to actively participate in their communities during and after college. Being educated separately from their non-disabled peers was opening up the prospect of a more included future.
Amongst the inclusive approaches being used in specialist colleges, there were many identified as relevant for mainstream settings, too. Some of these were relatively quick fixes that would have significant impact, such as adopting relational approaches to behaviour management. Others would require significant investment and time to achieve the necessary cultural change. Some features, however, were seen to be unique to specialist colleges, including the concentration of expertise in one space, the highly adapted environment and the support of a peer group with similar needs. Without access to these features, some young people would struggle to be included in education at all.
Clare Howard, Chief Executive of Natspec said,
“We are urging both English and Welsh governments and local authorities to sit up and take notice of this report. It offers them perspectives on inclusion from previously unheard voices and presents a serious challenge to the narrow understanding of inclusion underpinning current SEND and ALN reforms.
Inclusion is not about everyone being educated in the same type of setting. It’s about everyone having access to high quality provision in a place that’s right for them. To achieve this, we need an inclusive system with a sufficient range of different types of providers to meet the needs and preferences of all.”