Inclusion in a multi‐academy trust: possibilities and perils. (12th February 2022)

• Record Type: Journal Article
• Authors: Lane, Danielle; Semon, Sarah; Catania, Nicholas; Jones, Phyllis
• Is Part Of: British journal of special education. Volume 49:Number 1(2022)
• Page Start: 64
• Page End: 83
• Publication Date: 2022-02-12
• Subjects: inclusion -- multi‐academy trust -- special school; Special education -- Great Britain -- Periodicals; 371.9
• DOI: 10.1111/1467-8578.12396
• Languages: English
• ISSNs: 0952-3383

Abstract

Abstract : In this article we examine how, despite the understanding that a special school is not an inclusive setting, the senior leadership team (SLT) at Forest Academy Trust perceive their special schools as inclusive. Document reviews, interviews and a culminating focus group appear to indicate that possibilities for inclusive education may be related to a shared ethos of inclusion, resources, accessible opportunities, individualised approaches, and collaborative networks. These data also provide a critical insight into the perils related to inclusive education in multi‐academy trusts (MATs). The study of this MAT highlights the need for changes to policies, access to and equitable distribution of resources, curricular freedom balanced with accountability, a shift toward collaborative networking and partnership, and a shared vision for enactment, which may be leveraged in order to provide equitable and sustainable system‐wide inclusive practices.