Contributions from: Phil Bayliss.
Abstract
The study focuses on a College of Further Education in the South West of England and explores the extent to which the implementation of the recommendations of the Tomlinson Report (1996) 'Inclusive Learning' contribute to promoting 'inclusion' of students with learning difficulties and/or disabilities' (SLDD). The study used an interpretative research paradigm and focused on a critical appraisal of a College Department as it interpreted and implemented the guidelines of 'Inclusive Learning' for assessing student's needs and assessing student's achievements. The College Department (Community Studies) embraces both students with SLDD and those without. The study considers the economic, social and psychological implications for practice in curriculum design, with special focus on implementing standards and processes of assessment for a group of students with learning difficulties and/or disabilities (SLDD) and their mainstream peers. The study concludes that 'Inclusive Learning' can contribute to integration, but that is does not facilitate inclusion, where this concept moves beyond 'placement decisions' or simply educating different groups of students within the same organisation it is argued that processes of 'inclusion' are necessary to avoid the marginalisation of minority students within an FE context. If we are to facilitate a more complex model of inclusive practice, the study argues for the necessity to restructure the nature of 'curriculum' to promote the development of reciprocity and interdependence between students with 'SLDD' and their mainstream peers. The study has contributed to development work within the College and the study offers directions for change.
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