Inclusion vs. Exclusion

The words of an anonymous teacher quoted in 2000 by the clinical psychologist Russell Barkley have become a well- known adage in education – “The children who need love the most will ask for it in the most unloving ways.” Jackie Ward, a consultant specialising in SEND, a former EAL teacher and a primary PRU writes in Teachwire.

The sentiment expressed here is one we can recognise and empathise with, but how many ‘unloving ways’ can schools be expected to take? Is it fair for the rest of the class to be exposed to this and have their learning disrupted in the process? These are the considerations schools have to take into account when faced with a disruptive child with challenging behaviours.

I’ve seen first-hand the effects of exclusion on children and families, and on distressed parents who feel inadequate. Removing the ‘problem’ from school is not the answer. As Claire Wolstenholme and Nick Hodge, two academics at Sheffield Hallam University, observed in 2016, “It might initially feel like a relief when a pupil who is perceived as difficult and stressful is excluded from school. But exclusion can also leave many teachers with a sense of failure as they struggle with the unsettling question: ‘Could I have done more?’”

Read the full article Inclusion vs. Exclusion 

Please tell us your thoughts in comments or via Twitter ~ Tamsin

 

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