Helping schools to define the ethos of inclusivity

18th May 2001 at 01:00
the dilemmas that surround the drive for inclusivity in schools were highlighted by Pamela Munn of Edinburgh University's Moray House Institute.

These included the need to promote the general welfare of all pupils as well as meet individual needs, the merits of an entitlement curriculum as opposed to an alternative curriculum and the desire for teachers to exercise professional auonomy while under pressure to work more collaboratively with other professions.

Professor Munn said the aims of an ethos-driven school system should be "to provide equality of opportunity for all to succeed, recognising that the playing-field is far from level, and to develop a sense of community where all feel valued and which values difference rather than uniformity".


Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number

Comments

The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now