Inclusive development happens when adults and children connect their actions to inclusive values and draw compatible initiatives together. They can do this informally but their actions may be undermined unless there is also a commitment to making a more formal school development plan reflect inclusive values.
The Index can be integrated into this planning process by structuring a detailed review of the school or other setting and its relationship to its communities and environment, involving staff, governors, parents/carers and children. Such a process itself contributes to the inclusive development of the setting. It builds on what is already known and encourages further investigation. It draws on concepts of barriers to learning and participation, resources to support learning and participation and support for diversity.
The review is considered along three dimensions: cultures, policies and practices. Policies are concerned with how the setting is run and plans to change it; practices are about what is learnt and taught and how it is learnt and taught; cultures reflect relationships and deeply held values and beliefs. Changing cultures is essential in order to sustain development.
Each dimension is divided into two sections. Dimensions and sections can form a planning framework; planning entries in each section helps to ensure that actions support each other.
© Tony Booth