ABSTRACT
The prospect of honouring the diversities that can exist in a fully inclusive classroom may well be daunting for the classroom teacher, particularly if the class number is large and the diversity wide. Yet it must be accepted that this is the reality in today’s inclusive schools. It should also be acknowledged that coping and providing for the diversity of students is not solely the responsibility of the class teacher. It is a whole-school responsibility and one in which the school management has considerable responsibility. The following five key factors can be considered in relation to developing a whole-school policy on inclusion:
Acknowledge the differences
Recognise and acknowledge the strengths: positive dyslexia
Defining inclusion
Planning for practice
Attainable outcomes
These will be discussed in the sections that follow.