ESS540
Assessment Item 1
Rachel Lane
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Contents
Assessment Task 1: Essential Characteristics of an Inclusive School
1
Assessment Task 2: Revised Essential Characteristics of an Inclusive
5
School
Assessments 3, 4 & 5: Matrix
9
Assessment Task 3: Why the design targets are critical to realising the
13
characteristics of an inclusive school
Assessment Task 4: How the theoretical principles connect to the
14
targets and characteristics
Assessment Task 5: Justification of the simple rules
15
Reference
18
Assessment Task 1
ESSENTIAL CHARACTERISTICS OF AN INCLUSIVE SCHOOL
Leadership
Ainscow (2003) proposes several conditions that facilitate inclusive policies and practices
with respect to leadership including establishing a clear vision for the school that
emphasises individuality; valuing and utilising task-relevant experience, encouraging staff
to take on leadership roles, and finding ways of building consensus without sacrificing
critical thinking (p. 5). Jenkins (2003), supports this notion identifying schools that have
secure, accepting, collaborating and stimulating communities as creating inclusive
cultures and values (p. 62).
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Involvement
Jorgensen, McSheean, Schuh & Sonnenmeier (2012), emphasise the importance of familyschool and community partnerships in order to create quality inclusive environments (pp.
8-9). This requires that families are connected to resources for developing their own
knowledge base, leadership and advocacy skills; and that school personnel maintain
purposeful, active and positive relationships with families of their students and with the
community in which they operate (Jorgensen et al., 2012, pp. 8-9). Additionally, Ainscow
discusses the importance of developing practices that facilitate the participation of pupils
during lessons (2003, p. 5).
Planning
Foreman (2008), identifies planning as an important aspect of inclusive schools,
recognising the importance of individualised long- and short-term goals (p. 26). Moreover,
Jorgensen et al. (2012) accentuates the importance of facilitating effective improvement
plans that are built around the goals that educators, parents, students, and community
members know and support (p. 12). Furthermore, Ainscow (2003) recognises the need for
schools to link plans to an overall vision of the school and regularly modify and update
plans (p. 5).
Communication and Collaboration
Jorgensen (2012) cites team collaboration as vital to demonstrate shared responsibility by
collaborating in the design, implementation and evaluation of students’ educational
programs (p. 9). Kelly & Lyons (2011) supports this view identifying class teachers,
parents/carers, significant others, systematic community consultants, school support staff
and students themselves all as key members of a collaborative consultation team (p. 77).
In addition, Ainscow (2003), refers to the significance of developing effective methods of
communication and fostering collaborative ways of working in order to encourage the
development of practice (p. 5).
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Enquiry and Reflection
Ainscow (2003) identifies collecting and using information to inform decision making;
establishing strategies for reviewing the progress and impact of school policies and
initiatives; and encouraging staff involvement in the process of data collection and
analysis all as important aspects of enquiry and reflection (p. 5). Moreover, Janney & Snell
(2011) refer to monitoring and evaluating educational plans as a vital step in designing
and implementing instruction for inclusive classes (p. 248).
Staff Development
The NSW Department of Education and Communities (2012) explains quality professional
learning for teachers and support staff is vital for ensuring that schools are able to meet
the needs of their students with disability (p. 13). Additionally, Ainscow (2003) highlights
that schools that see professional development as essential to improvement, allocate
time for staff development activities and emphasise classroom partnerships display strong
characteristics of an inclusive school (p. 5).
Curriculum, Instruction and Supports
Jorgensen et al. (2012) explains that curriculum and instruction must be designed to
accommodate the full range of student diversity based on universal design principles in
order for best practice to occur in inclusive schools (p. 6). This requires individualised
supports to be provided to students with significant disabilities to enable them to fully
participate in the general education curriculum (Jorgensen et al., 2012, p. 6). Foreman
(2008) supports this claim, stating that it may be necessary to adapt the curriculum to
make it more relevant and more accessible to the student with a disability (p. 26).
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High Expectations
Foreman (2008), respects the value and dignity of students with disabilities discussing
widespread acceptance that all children can learn and therefore that all children are
entitled to an appropriate publicly funded education program (p. 8). Best practices in
inclusive schools requires that all students (with and without disability) pursue the same
learner outcomes and that all aspects of educational programs reflect high expectations
(Jorgensen, 2012, p. 3).
Full Participation
An underlying expectation of full participation is that the entire school population shares
a commitment to ensuring every student belongs and feels welcomed (Westling, Fox &
Carter, 2014, p. 236). Best practices in full participation requires that there are no
programs or rooms just for students with disabilities and these students have access to
the full range of learning experiences and environments offered to students without
disabilities (Jorgensen et al., 2012, p. 4).
Funding and Resourcing
Boyle, Scriven, Durning & Downes (2011) explains that inclusive education is more
economically viable, given the expense involved in accommodating students in special
schools (p. 76). In addition, Boyle et al. (2011), put forward a range of benefits for
children with and without disability in inclusive settings, such as opportunities to learn
additional skills and develop personal values from their peers (p. 76). Furthermore, Kelly
& Lyons (2011) identifies the ‘right’ package of resources to support best learning
outcomes, using community/systemic resources, school resources, class (staff/student)
resources to create a resource package that includes both human resources and other
resources (p. 86).
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Assessment Task 2
ESSENTIAL CHARACTERISTICS OF AN INCLUSIVE SCHOOL
(REVISED)
Effective Leadership
Effective school leadership is identified as an important characteristic of an inclusive school.
The Victoria Department of Education (DE) (2006) explain that inclusive schools require
school leaders who are adept in managing change and at building a school culture that is
committed to inclusiveness and that is improvement orientated (p. 8). Moreover, Shannon
& Bylsma (2007) explain that effective school leadership is required to implement the
change process and nurture an instructional program and school culture conductive to
learning (p. 43).
Family and Community Involvement
Shannon & Bylsma (2007) describe this as there being a sense that all have a responsibility
to educate students, not just the teachers and staff in schools; families, as well as
businesses, social service agencies, and community colleges/universities all play a vital role
in this effort (p. 119). The Victoria DE backs this explaining that inclusive schools provide
training programs for teacher aides, clinicians, parents, staff and students so that a multi
skilled team is available to support students (p. 8).
Clear and Shared Focus
Shannon & Bylsma (2007) enlightens this as everybody knowing where they are going and
why, focusing on achieving a shared vision, and the focus and vision being developed from
common beliefs and values, creating a consistent direction for all involved (p. 27). Freyer
(2012) acknowledged the importance of this in an experiment which implemented
strategies gleaned from practices in charter schools into low performing schools, attributing
teacher values and beliefs as a major contributor towards achievement for all students (p.
10).
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Communication and Collaboration
The Victoria DE (2006) explain that through collaboration, professional exchange, visiting
each others’ classroom and providing each other with feedback, coaching, mentoring and
networking teachers improve their personal professional knowledge and skills and the
effectiveness of the total teaching team (pp. 7-8). Furthermore, Shannon & Bylsma (2007)
explain that in schools with high levels of collaboration and communication, everybody is
involved and connected to each other, including parents and members of the community,
to identify problems and work on solutions (p. 54).
Frequent Monitoring of Learning and Teaching
The Victoria DE (2006) cites the significance of assessment and reporting practices adopted
by teachers to provide them with insights into the way that the student’s learning is
progressing and what needs to be done next (p. 6). Moreover, Shannon & Bylsma (2007)
explain that a steady cycle of different assessments identify students who need help,
allowing teachers to provide more support and instructional time, and adjusted teaching
and monitoring strategies (p. 84).
Professional Development & Feedback
Shannon & Bylsma (2007) explain that in high performing schools a strong emphasis is
placed on training staff in areas of most need (p. 94). Additionally, feedback from learning
and teaching focuses extensive and ongoing professional development which are aligned
with school objectives (Shannon & Bylsma, 2007, p. 94). In Freyer’s (2012) experiment, they
developed a four-pronged professional development plan to ensure teachers were able to
meet the needs of all students, including providing training on curriculum and instruction,
lesson planning and differentiation, providing a ‘toolbox’ for classroom management and
student engagement, and providing teachers with prompt, concrete feedback on their
instructional practices after observations (p. 11).
Curriculum, Instruction and Teaching Practices
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The Victoria DE (2006) explain that teachers in inclusive schools know their students and
understand their learning needs, and thus they adapt current pedagogical knowledge and
thinking and apply it in different ways, so that each student is engaged in meaningful
learning experiences (p. 6). Additionally, Shannon & Bylsma (2007) cite that planned and
actual curricula are aligned with the essential academic learning requirements and
research-based teaching strategies and materials are used in effective and inclusive schools
(p. 63).
High Standards and Expectations
According to Shannon & Bylsma (2007), in holding high standards and expectations for all
students, teachers and staff believe that all students can learn and meet high standards;
and that while recognising some students must overcome significant barriers, these
obstacles are not seen as insurmountable (p. 44). In addition, all students are offered an
ambitious and rigorous course of study (Shannon & Bylsma, 2007, p. 44).
Supportive Learning Environments
Shannon & Bylsma (2007) discuss the importance of inclusive schools creating learning
environments which are safe, civil, healthy and intellectually stimulating; where students
feel respected and connected with the staff and are engaged in learning (p. 107). The
Victorian DE supports this acknowledging the significance of inclusive schools establishing
an environment where students feel welcome, valued and cared for (2006, p. 6).
Resourcing and Teaching and Learning Arrangements
According to the Victoria DE (2006), inclusive schools make purposeful and strategic
decisions about the allocation of teaching and learning resources (p. 5). Moreover, inclusive
schools have a broad range of teaching and learning resources available which are allocated
to greatly impact on students’ opportunities to learn (Victoria DE, 2006, p. 5). In addition to
concrete resources, human resources such as youth workers, counsellors, special education
teachers and clinicians are all employed to assist in meeting student’s needs (Victoria DE,
2005, p. 5).
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Similarities and differences between inclusive and effective schools
Rogers (1993, p. 1) believes that what makes inclusive schools unique, is their:
“commitment to educate each child, to the maximum extent appropriate, in
the school and classroom he or she would otherwise attend. It involves bringing
the support services to the child ... and requires only that the child will benefit
from being in the class (rather than having to keep up with the other
students).”
Additional definitions of inclusiveness include practices that do not discriminate between
students, services and facilities that are equally accessible, and learning programs that
accommodate both different styles and rates of learning to ensure quality education (Victoria
DE, 2006, p. 2).
Conversely, effective schools are schools that produce learning outcomes for all students
that are above typical expectations (Victoria DE, 2006, p. 3). With an expectancy of high
performance of all students, effective schools take action to ensure that their teaching and
learning environments and programs are highly responsive to the needs of all learners
(Victoria DE, 2006, p. 3).
As such, the main point of difference between inclusive and effective schools is that
inclusive schools focus on a belief that educating students with disabilities and additional
learning needs only to be beneficial to all students in the class, whereas effective schools
are more performance focussed, expecting all students, regardless of ability, to perform
above typical expectations.
However, inclusive and effective schools encompass many similarities. According to the
Victoria DE (2006, p. 3), both:

are driven by a moral imperative to improve the learning outcomes of all students;

are deeply committed to the belief that all students can learn;

recognise that all students have special learning needs; and

provide learning programs that are targeted to students learning styles, interests and
needs, among other things.
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Assessment Tasks 3, 4 & 5: Matrix demonstrating links between inclusive
characteristics, design targets, theory and simple rules
CHARACTERISTIC
DESIGN TARGET
Effective Leadership
Comprehensiveness
Effective adoption
Emergent Feedback
Theory
THEORY
School-Level Schema
Simple Rules
SIMPLE RULES
We recognise and
celebrate student
individuality; value
Embedded design
and utilise task-
Similarity at Scale
relevant experience,
Emergent Feedback
encourage staff to
Dispersed Control
take on leadership
roles, and find ways of
building consensus
without sacrificing
critical thinking
(Ainscow, 2003, p. 5).
Family and
Community
Emergent Feedback
Embedded design
Theory
Dispersed Control
Involvement
We believe that that
all have a
responsibility to
educate students, not
just the teachers and
staff, but families,
businesses, social
service agencies, and
community
colleges/universities
(Shannon & Bylsma,
2007, p. 119).
Clear and Shared
School-Level Design
Focus
for School-Level
Influence
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School-Level Schema
Simple Rules
We as a school are
committed to
inclusive education
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Emergent Feedback
Embedded design
Theory
Similarity at Scale
and believe that “all
individuals with
disabilities have a
right to be included in
naturally occurring
settings and activities
with their peers,
siblings and friends”
(Tompkins & Deloney,
1995).
Communication and
Collaboration
Emergent Feedback
School-Level Schema
Theory
Simple Rules
Our school utilises
collaboration and
communication to
Embedded design
Similarity at Scale
ensure that everybody
is involved and
connected to each
other, including
parents and members
of the community, to
identify problems and
work on solutions
(Shannon & Bylsma,
2007, p. 54).
Frequent Monitoring
Implementation
of Learning and
Integrity
Teaching
Emergent Feedback
Theory
School-Level Schema
Embedded design
Our school believes in
the significance of
assessment and
Emergent Feedback
reporting practices
adopted by teachers
to provide them with
insights into the way
that the student’s
learning is progressing
and what needs to be
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done next (Victoria
DE, 2006, p. 6).
Professional
Development and
Professional lives
School-Level Schema
Emergent Feedback
Simple Rules
Theory
Embedded design
Feedback
We see professional
development as
essential to
Emergent Feedback
improvement, allocate
time for staff
development activities
and emphasise that
classroom
partnerships display
strong characteristics
of an inclusive school
(Ainscow, 2003, p. 5).
Curriculum,
Instruction and
Educational Power
School-Level Schema
Emergent Feedback
Simple Rules
Theory
Embedded design
Teaching Practices
Our school knows our
students and
understands their
learning needs, and
Similarity at Scale
thus we adapt current
Emergent Feedback
pedagogical
Dispersed Control
knowledge and
thinking and apply it in
different ways, so that
each student is
engaged in meaningful
learning experiences
(Victoria DE, 2006, p.
6).
High Standards and
Expectations
Emergent Feedback
Embedded design
Theory
Similarity at Scale
Our school holds high
standards and
expectations for all
students, teachers and
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staff, and believe that
all students can learn
and meet high
standards (Shannon &
Bylsma, 2007, p. 44).
Supportive Learning
Environments
Professional lives
Embedded design
Our school creates
learning environments
Emergent Feedback
which are safe, civil,
Theory
healthy and
intellectually
stimulating; where
students feel
respected and
connected with the
staff and are engaged
in learning (Shannon
& Bylsma, 2007, p.
107)
Resourcing and
Systematic
Teaching and Learning
Technology
Arrangements
Emergent Feedback
Theory
Simple Rules
Embedded design
Our school
encompasses a broad
range of human and
Emergent Feedback
Dispersed Control
concrete teaching and
learning resources
which are allocated to
greatly impact on
students’
opportunities to learn
(Victoria DE, 2006, p.
5).
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Assessment Task 3: Why the design targets are critical to realising the
characteristics of an inclusive school
The table above depicts links between the characteristics of an inclusive school and the design
targets that are most critical in realising these characteristics at a school-level.
Comprehensiveness is a vital target that must be ensured by the leaders within the school.
Here, gaps in professional development, curriculum support, feedback, and school-level
design must be monitored (Bain, 2007, p. 24).
Effective adoption – As leadership has an influence on the overall culture of a school, it plays
a vital role in promoting inclusive education through rational decision-making, self-evaluation
methods, school-level data analysis, lobbying, and awareness raising (Bain, 2007, p. 30).
School-Level Design for School-Level Influence – For the whole school to embrace inclusive
education, the reform must provide direct, detailed design intervention at the school
organisational level (Bain, 2007, p. 29). This design must incorporate a clear and shared focus
that all staff members embrace in order for it to be successful.
Implementation Integrity – For inclusive education reforms to be successful at school-level,
schools need to demonstrate that inclusive practices have been implemented and sustained
with integrity over time (Bain, 2007, p. 33). One method of doing this is through the frequent
monitoring of learning and teaching, however this is something that needs to be entrenched
in all other characteristics as well.
Professional lives – in order a school to fully embrace inclusive education, it must deeply
affect the professional lives of teachers and the totality of the school community (Bain, 2007,
p. 27), this may be embedded through quality professional development.
Educational Power is critical in realising this characteristic as it will magnify the effect of
successful teaching and learning by incorporating research-based practice in sustainable ways
(Bain, 2007, p. 23).
Systematic Technology can serve resourcing and teaching and learning arrangements by
assisting in gathering, sharing, and delivering feedback; in knowledge and human resource
management; and in the design, differentiation, implementation, and management of
curriculum and instruction (Bain, 2007, p. 27).
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Emergent feedback, which refers to the capacity of a design to monitor and manage its
implementation and effects and to work out its successes and problems as they occur (Bain,
2007, p. 25), should be an integral design target of every characteristic. It should be utilised
to work out what to do next, and inform decision-making processes (Bain, 2007, p. 26).
Inclusive education theory should make for complete design, and should form the basis of
each characteristic. This will assist in making sound connections across the elements of the
model and helping to predict, describe and resolve issues in the implementation process
(Bain, 2007, p. 34).
Assessment Task 4: How the theoretical principles connect to the targets
and characteristics
School-Level Schema is defined as a commonly held set of professional understandings,
beliefs, and actions about teaching and learning (Bain, 2007, p. 44). It is linked with facets
such as effective leadership, clear and shared focus and communication and collaboration for
the reason that the development of a common language within the school community allow
members to problem-solve, provide feedback, and share perspectives in professionally
meaningful ways (Bain, 2007, pp. 46-47).
Additionally, school-level schema connects to characteristics such as frequent monitoring of
teaching and learning, professional development and feedback, and curriculum, instruction
and teaching practices as the schema should be used to provide a set of “regularities, common
rules, (and) protocols” within these areas (Bain, 2007, p. 44).
Simple Rules are designed to drive the form and function of the school (Bain, 2007, p. 48).
They are linked to many characteristics of the inclusive school because they act as a “powerful
source for self-organisation” (Bain, 2007, p. 48), and should guide actions within these areas.
The simple rules driving each of the characteristics should be in line with school’s schema and
direct what happens in the school community day-to-day (Bain, 2007, p. 49).
Embedded Design involves schools embedding their beliefs, values, and actions about
teaching and learning in every part of the organisations design (Bain, 2007, p. 49), and as
such, has been connected to every facet of the table.
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By creating the simple rules and embedding them within each characteristic, embedded
design creates self-repeating patterns (Bain, 2007, p. 50). This allows teachers to become
familiar with the pattern language about teaching and learning necessary for selforganisation (Bain, 2007, p. 51), as they practice them throughout every aspect of their
professional lives.
Similarity at Scale, which involves the schema being represented similarly in the roles of
agents and groups at different levels in the school (Bain, 2007, p. 52), plays a key role in
many parts of the design. In particular, it may be seen in communication and collaboration.
The same approach to collaborative problem solving may be seen at different levels of the
school, from students in the classroom, to executive staff members in a meeting.
Emergent Feedback, feedback which is used to decide what to do next (Bain, 2007, p. 53), is
an important feature as it promotes a network of constant exchange among individuals, and
holds everyone responsible for the success of the system (Bain, 2007, p. 53). Additionally,
emergent feedback makes it possible for teachers to grow in their capacities (Bain, 2007, p.
54), thus strengthening the self-organising system.
Dispersed Control is imperative in achieving a bottom-up self-organisation approach (Bain,
2007, p. 55). It has been incorporated into areas of leadership, family and community
involvement, and resourcing and teaching arrangements as team members at all level are
required to “pool their collective intelligence” (Bain, 2007, p. 55) in creating the inclusive
environment.
Assessment Task 5: Justification of the simple rules
Simple rules are essential to show how schools can build the self-understanding necessary for
informed decision making about any site-based approach to change (Bain, 2007, p. 83).
Effective adoption of such change is about the beginnings of schema building (Bain, 2007,
p.84), so the development of a school’s foundational simple rules should aspire to create a
commonly held set of professional understandings, beliefs and actions about teaching and
learning (Bain, 2007, p. 44).
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In the development of the simple rules, Bain’s (2007) needs assessment consisting of five
steps should be conducted. This included identifying the drivers, establishing “what works”,
identifying needs and strengths, matching forces with resources and strengths and needs, and
task group validation (Bain, 2007, p. 85-86).
In step 1, identifying the drivers, forces or events that cause a different course of action need
to be acknowledged (Bain, 2007, p. 86). Drivers such as student diversity, lack of parental
support, limited learning and support resourcing and teaching and learning practices have all
been identified as drivers toward school reform in inclusive teaching contexts. The simple
rules stated above are designed to address drivers such as these.
Further, step 2, establishing “what works”, requires looking at what the field offers in terms
of research-supported ways to respond to those drivers (Bain, 2007, p. 88). Each of the simple
rules above is derived from research about the essential characteristics of an inclusive school
included in earlier sections of this assignment. Thus, the rules will generate the right term of
reference in realising the characteristics and targets as they are based on research about the
characteristics themselves.
The next step, identifying needs and strengths, involves establishing a school’s needs and
strengths in light of its drivers and the direction offered by literature on research-based
practice (Bain, 2007, p. 85). This requires consideration of the drivers identified earlier, such
as student diversity, and asking questions such as “what do we do well?” and “what do we
need to do differently?”
For example, when looking at student diversity, some needs identified included professional
development about differentiation, in-house sharing of expertise, and more peer evaluation
and feedback. In order to achieve these, targets such as educational power, emergent
feedback and theory were set.
In consequence, the simple rule assigned to respond to this driver stated “Our school knows
our students and understands their learning needs, and thus we adapt current pedagogical
knowledge and thinking and apply it in different ways, so that each student is engaged in
meaningful learning experiences” (Victoria DE, 2006, p. 6).
In addition, step 4 involves allowing for the drivers and the potential resources available to
address the drivers, and matching them with the schools strengths and needs (Bain, 2007, p.
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86). An important aspect of this step requires assessing whether the school can become
responsive to its drivers by building on strengths and addressing needs (Bain, 2007, pp. 9091).
An example of how this step was performed can be demonstrated when considering the
driver “lack of parental support”. Needs identified included stronger parental involvement in
classroom activities and improved methods of communication with parents. The following
simple rule was developed in response to this: “We believe that that all have a responsibility
to educate students, not just the teachers and staff, but families, businesses, social service
agencies, and community colleges/universities” (Shannon & Bylsma, 2007, p. 119).
The simple rule allows schools to focus efforts to improve parental communication and
education in order to support their child’s learning needs.
Finally, step 5 of the needs assessment encompasses a task group validation. This involves
establishing a representative group of the school to validate the drivers, needs and strengths
as a preface to the development of the school rules (Bain, 2007, p. 86). For the rules stated
above to be relevant and necessary for the individual school’s context, this step is vital.
The methodology followed by this task group involves: generating questions for each
strength, need and driver; establishing a criteria for answering each of those questions;
identifying data sources and gathering information; analysing and interpreting the data; and
reporting their findings (Bain, 2007, p. 91).
In conclusion, the simple rules stated above will generate the right term of reference to realise
the targets and characteristics of an inclusive school as they are based on research on the
nature of professional practice, support the school’s schema, are a product of the school’s
needs, strengths and drivers (Bain, 2007, pp. 102-103), and are developed using the needs
assessment outlined above.
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Reference
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