Contributions from: Phil Bayliss - University of Exeter, UK.
Abstract
The small-scale study reports the process of partial integration of Emily and Sam, two children with profound and multiple learning difficulties, into a primary school in the South West of England. The two children, who are placed in a special school, regularly take part in sessions within the ordinary school, which is located in an inner city area. The study used qualitative methods to understand what 'inclusion' means for the children, both with and without disabilities. The study used semi-structured interviews of key staff, peers and parents of the two children and children of the ordinary school, and structured observations of the interactions between the two children themselves and their peers. Results show positive interactions between the children and, for Emily and Sam, gains in personal-social goals. For children attending the ordinary school, the results show changed perceptions of disability with an increase in helping behaviour and an increased awareness of others. The study draws implications for the design of a personal-social curriculum for heterogeneous groups and argues that there are benefits of an inclusive process for all children.
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