HOW DO I IMPROVE MY

 

PRACTICE AS AN INCLUSION

 

OFFICER WORKING IN A

 

CHILDREN'S SERVICE

 

Christine Jones

 

MA Professional Learning

 

(Professional Practice)

 

This dissertation is submitted in part

 

fulfilment of the regulations for the MA in

 

Professional Learning

 

Bath Spa University

 

2009 - (Graduating 17 July 2009)


SIGNED STATEMENT

 

 

 

This dissertation is an original piece of work. It is my own work and has not been submitted either in the same or different form to this or any other Higher Education Institution for a degree or other award. It is available for photocopying and for inter-library loan, with the permission of the Head of the School of Education.

 

 

Signed:                                                                         Date:


ACKNOWLEDGEMENTS

I would like to thank a number of people who have worked with me and supported and influenced me throughout the development of my inquiry.

 

The teachers with whom I have worked in a variety of workshops.

The Special Educational Needs Coordinators (SENCOs) with whom I have worked on the SENCO courses during the last four years.

The schools which have worked towards the Bath and North East Somerset Inclusion Quality Mark.

The mentors and assessors involved in the Bath and North East Somerset Inclusion Quality Mark.

 

Jack Whitehead, who has been a constant support and inspiration.

My friend and colleague, Marie Huxtable, for her support and time.

Nigel Harrisson and Sandra Harris for their contributions.

My colleagues at Conversation Cafe who have been my critical friends.

All those who have given their permission for video clips, still images and quotations to be used.

 

My supervisor, Mim Hutchings, for her advice and support

 

My husband, Brendan, for his constant support.

My mother and two sons, Adam and Michael, for their constant interest.


ABSTRACT

 

This dissertation examines my embodied knowledge and development as an Inclusion Officer working in a Children's Service as I focus on making a contribution to educational knowledge. In making this contribution, I have used visual narratives. This dissertation focuses on my personal knowledge and experience as an Inclusion Officer as I inquire into my question, 'How do I improve my practice as an Inclusion Officer?' In making my personal knowledge public, I believe that I am contributing to educational knowledge by using a living theory methodology for exploring  the implications of questions such as, 'How do I improve my practice?' and by clarifying the meanings of inclusional standards of judgement from a perspective of inclusionality. Inclusionality (Rayner, 2004) may be described as a relationally dynamic and responsive awareness of others which flows with a desire to live values of care, compassion, love, justice and democracy. I explicate the inclusional way in which I like to work with others, how my practice is based on the values I hold and how this is reflected in my relationship with other educators working in a Children's Service and schools.

 

In undertaking my inquiry, I have adopted a living theory methodology (Whitehead, 2008a) in the sense that I am bringing my embodied knowledge into the public domain as an explanation of my educational influences in my own learning, in the learning of others and in the learning of social formations. Using video, I clarify the meanings of my inclusional values and how they are formed into living standards of judgement, whereby I and others can judge the validity of my claim to knowledge.

 


CONTENTS

SIGNED STATEMENT. ii

ACKNOWLEDGEMENTS.. iii

ABSTRACT. iv

CONTENTS.. vi

LIST OF PLATES.. ix

CONTENTS OF CD ROM – VIDEO CLIPS.. x

INTRODUCTION.. xii

CHAPTER 1 - BACKGROUND.. 1

Impact of Incidents in My Childhood. 1

Impact of Early Experiences in my Teaching Career. 8

CHAPTER  2 – INCLUSION, INCLUSIONALITY AND MY ROLE AS AN INCLUSION OFFICER   15

What is Inclusion?. 15

What is Inclusionality?. 21

My Role as an Inclusion Officer. 25

The Bath and North East Somerset Inclusion Quality Mark. 31

CHAPTER 3 - METHODOLOGY AND METHODS.. 35

Methodology. 35

Methods. 40

Action Reflection Cycles. 40

Narrative Inquiry and Action Reflection Cycles. 41

Video. 44

Reflective Journal 45

Validity. 45

Validation Group and Critical Friends. 48

Other forms of data. 50

Analysis of Data. 50

Ethical Issues. 51

CHAPTER  4 - NARRATIVES OF LIVING MY  PRACTICE AS  AN  INCLUSION OFFICER   54

Development of a Course for New Special Educational Needs Coordinators (SENCOs). A Summary  55

Creativity  Workshop, SENCO Forum, Bath and North East Somerset, June 2006. A Summary  56

Emotional Literacy Workshop, Emotional Literacy Conference, Bath and North East Somerset, October 2006. A Summary  58

The Pilot of the Bath and North East Somerset Inclusion Quality Mark. 60

The Role of Mentors and Assessors in the Bath and North East Somerset Inclusion Quality Mark  62

The Bath and North East Somerset Inclusion Quality Mark Recognition Ceremony  71

CHAPTER 5 - MY EDUCATIONAL NARRATIVE OF MY LEARNING.. 81

Reflection on My Narratives as an Inclusion Officer. 81

Reflection on the Development of My Dissertation. 82

Reflection on the Use of Video. 87

Reflection on Conversation Cafe. 88

CHAPTER 6 - CONCLUSION.. 91

REFERENCES.. 95

APPENDICES.. 103

Appendix A - Summary of Work of Inclusion Officer, July, 2004. 104

Appendix B - Research Brief and Consent Form... 107

Appendix C - Full Narrative of 'Development of  a Course for New Special Educational Needs Coordinators (SENCOs)' including still image and video clip. 109

Appendix D - Full Narrative of 'Creativity  Workshop, SENCO Forum, Bath and North East Somerset, June 2006' including still images and video clips  117

Appendix E - Full Narrative of 'Emotional Literacy Workshop, Emotional Literacy Conference, Bath and North East Somerset, October 2006' including still images and video clips. 124

Appendix F - Transcript of Validation Meeting, 17 July, 2008. 131

Appendix G (i) - Programme of  IQM Recognition Ceremony- front and back pages  138

Appendix G (ii) - Programme of IQM Recognition Ceremony – middle pages  139

Appendix H - Newspaper Article and Photograph of IQM Recognition Ceremony, 2007  140

Appendix I - Collation of my Standards of Judgement Derived from the Values I Hold as Demonstrated in My Narratives in My Role as an Inclusion Officer. 141

Appendix J - Account by Sandra Harris. 144

Appendix K - Account by Nigel Harrisson. 147


LIST OF PLATES

 

Plate 1: Chris speaking to colleagues................3

 

Plate 2: Alan Rayner......................24

 

Plate 3: Chris at the BERA Conference, 2006............64

 

Plate 4: Antony at the Bath and North East Somerset Inclusion Quality Mark Presentation, 2008..........................................................67

 

Plate 5: School at Recognition Ceremony, 2008............74

 

Plate 6: School at Recognition Ceremony, 2008.............75

 

Plate 7: Chris at Recognition Ceremony, 2008..............77

 

Plate 8: Chris speaking to colleagues....................Appendix C 109

 

Plate 9: Marie and Chris, Creativity Workshop, 2006 Appendix D 119

 

Plate 10: Chris and Marie, Creativity Workshop, 2006 Appendix D 120

 

Plate 11: Chris and Marie, Creativity Workshop, 2006 ...Appendix D 121

 

Plate 12: Winnie the Pooh............................Appendix E 125

 

Plate 13: Participant at Emotional Literacy Workshop, 2006....Appendix E 126

 

Plate 14: Jet at Emotional Literacy Conference, 2006....Appendix E 127

 

Plate 15: Chris at Emotional Literacy Conference, 2006....Appendix E 128

 

 

 

 

 

 

 

 

 


CONTENTS OF CD ROM – VIDEO CLIPS

(The video clips can be found on the CD ROM included with the dissertation. The video clips can also be accessed by clicking on the links under each of the plates in the text.

 

Video clip 1     CD 1. Chrisschool.mov                              ..........3  

                           Chris speaking to colleagues about a childhood memory

 

Video clip 2     CD 2. Rayner.mov                                       ..........24

Alan Rayner demonstrating his Paper Dance of inclusionality

 

Video clip 3     CD 3. Chrisbera06.mov (move cursor to 2.04mins and stop at 3.35 mins)                                                           ..........64

Chris explaining to delegates at the BERA Conference 2006 about the quality of relationships mentors and assessors look for when going into a school

 

Video clip 4     CD 4. IQMAntonymentor2008.mov           ..........67

                           Antony describing the role of mentor

 

Video clip 5     CD 5. PschoolIQM08.mov                         ..........74

School at Recognition Ceremony 2008 singing, 'We Can Live as One'.

 

Video clip 6     CD 6. Smtschool08.mov                            ..........75

School at Recognition Ceremony 2008 singing, 'You've Got a Friend'.

 

Video clip 7     CD 7. Chrisrec040707.mov                      ..........77

Chris giving her presentation at the Recognition Ceremony, 2007

 

Video clip 8     CD 8. Chrissenco.mov                               Appendix C 109

Chris speaking to colleagues about the connection she feels with SENCOs

 

Video clip 9     CD 9. ChrisandMarie1.mov                       Appendix D 119

Chris and Marie with participants at the Creativity Workshop, 2006

 

Video clip 10   CD 10. ChrisandMarieegg.mov                Appendix D 119

Chris and Marie participating in 'egg activity' at the Creativity Workshop, 2006

 

Video clip 11   CD 11. ChrisandMarie3.mov                    Appendix D 120

Chris and Marie after the 'egg activity' at the Creativity Workshop, 2006

                                   

 

Video clip 12   CD 12. ELworkshopwarmingup.mov      Appendix E 125

Participants responding to jokes at Emotional Literacy Workshop, 2006

 

Video clip 13   CD 13. C.mov                                               Appendix E 126

Participant describing an emotionally literate moment in her classroom at the Emotional Literacy Workshop, 2006

 

Video clip 14   CD 14. Jet.mov                                            Appendix E 127

Jet describing an emotionally literate moment in her classroom at the Emotional Literacy Workshop, 2006

 

Video clip 15   CD 15. ChrisendEL.mov                            Appendix E 128

Chris explaining to participants that what they have described are their living standards of judgement of emotional literacy at the Emotional Literacy Workshop, 2006 


 

INTRODUCTION

 

This dissertation will focus on the kind of research that can bring into the public domain my personal knowledge and personal experience as an Inclusion Officer employed by a Local Authority. My main research question is, 'How do I improve my practice as an Inclusion Officer working in a Children's Service?' In addressing this question, I intend to make a contribution to educational knowledge. I intend to do this by clarifying the nature of the values and energy that form the explanatory principles in my living theory of my practice. Vasilyuk (1991) has pointed to the weakness of social science explanations of human actions that do not include flows of energy in explanatory principles.

 

Through the analysis of video clips of my professional practice, I shall be clarifying my meanings of a flow of life-affirming energy with the values I use to give meaning and purpose to my life in education. I want to clarify that I am not using any existing analytic framework in the analysis of the video clips. I am exercising what Dadds and Hart (2001) refer to as methodological inventiveness. In their description of methodological inventiveness, they point out that how practitioners choose to research, and their control over this, could be equally important to their motivation, their sense of identity within the research and their research outcomes.

 

In using a living theory methodology (Whitehead, 2008a), I engage in a process of reflection that includes an analysis of experience that leads to new knowledge and understanding. By this, I mean that I clarify, through reflections on my experience of existing as a living contradiction, the meanings of the values I use to give meaning and purpose to my life as an Inclusion Officer. This involves an awareness of tensions and living contradictions as I explore the implications of my question, 'How do I improve my practice as an Inclusion Officer?' My living theory methodology includes analysing video records of my practice. The analysis focuses on the expression, clarification and communication of the meanings of my values as these emerge in the course of my exploration of my question. My values distinguish what I understand as an improvement in my practice.  Using digital video data, I explicate meanings of life-affirming energy and the meanings of my embodied values that distinguish my practice as educational.

 

Because of the dominating use of analytic frameworks in explanations of educational influence, I want to stress the difference between my relationally dynamic analysis of what I do and the application of a pre-existing framework to what I do. In the relationally dynamic analysis, I am generating meanings as I respond to what I can be seen to be doing on the video. In particular, I am generating, clarifying and communicating the meanings of the energy-flowing values of inclusionality that distinguish my practice as inclusional. Rayner (2004) has pointed to the relationally dynamic awareness of space and boundaries that is needed to produce inclusional explanations of educational influence.

 

I believe that there is something original in the way in which I have used video to presence myself to myself in terms of the values I express in giving meaning and purpose to my life in education. The originality lies in acknowledging to myself, through the video, the life-affirming energy and values I express in my inclusional practices. It also lies in my use of video to communicate the meanings of these flows of energy with values to others in the explanation of my educational influence as I generate my living educational theory.

    

My rationale for this research-based approach to improving my professional practice is the belief that there is little public knowledge of what Inclusion Officers do in terms of their educational influences in learning. The rationale for making public my embodied knowledge is the one expressed by Catherine Snow:

The challenge is to enhance the value of personal knowledge and personal experience for practice. Good teachers possess a wealth of knowledge about teaching that cannot be currently drawn upon effectively in the preparation of novice teachers or in debates about practice. The challenge here is not to ignore or downplay this personal knowledge, but to elevate it.

(Snow, 2001:9)

 

 

Snow further explains that the reason that the knowledge of teachers is untapped is because there are no procedures for systematizing it. She feels that this systematized knowledge would certainly enhance research-based knowledge which is already being introduced into teacher training programmes. Furlong and Oancea (2005) highlight some of the issues about judging the quality of practice-based research, but state that whilst improving practice, can also contribute to theoretical knowledge.

 

I agree with those researchers who believe that it is important to distinguish education research from educational research. Whitty (2006) believes that 'education research' should characterise the whole field whilst 'educational research' should refer to the narrower field of work specifically geared to the improvement of policy and practice. I also agree with Whitehead (2008a) in that it is important to distinguish education theories generated by researchers in the philosophy, psychology, sociology, history, economics, leadership, administration, politics and theology of education from educational theories generated to explain the educational influences of individuals in their own learning, in the learning of others and in the learning of social formations. I am submitting my dissertation as a contribution to educational knowledge within this view of educational theory. In particular, I believe that I am making an original contribution to a living theory methodology in explicating meanings of energy-flowing standards of inclusionality through the use of visual narrative.        

 

Besides developing courses and running workshops, one of my main responsibilities has been to implement and develop an Inclusion Quality Mark for schools in the authority in which I work. I am responsible for the assessment of schools in the achievement of this award. I do not want the achievement of the Bath and North East Somerset Inclusion Quality Mark to be the result of 'ticking the right boxes' (Kennedy, 2005). When I walk into a school, I want, not only to see inclusive practice in action, but to see and feel the quality of relationships in the school community: the head teacher, pupils, parents, teachers, teaching assistants, school meal supervisory assistants (SMSAs) governors and administrative staff working inclusionally, valuing each other for who they are and the contributions they make, and demonstrating the values of inclusionality to which I aspire in my practice.

 

In my dissertation, I describe inclusion and inclusionality and emphasise the relationship between the two. I describe my developing understandings of inclusion and how, when I was introduced to inclusionality, the impact this had on me and how I saw it in relation to inclusion. This has had a dramatic impact on my role as an Inclusion Officer, especially in the awarding of the Bath and North East Somerset Inclusion Quality Mark.  

 

I have organised the narratives in chapters. In the first chapter I reflect on formative experiences that have influenced my values. In Chapter Two, I consider meanings of inclusion and inclusionality and describe my role as an Inclusion Officer. In Chapter Three, I focus on my methodology and methods. In Chapter Four, I engage in a self-study of my practice as an Inclusion Officer. In this self-study I briefly describe three narratives, the full accounts of which can be found in Appendices C, D and E. These include the development of a course for new SENCOs, a creativity workshop at a SENCO Forum which I led with a colleague and thirdly, an emotional literacy workshop at an Emotional Literacy Conference which again I led with a colleague. I then describe examples of inclusionality in a further three narratives through my work on the Bath and North East Somerset Inclusion Quality Mark. In Chapter Five, I write an educational narrative of my learning and in Chapter Six, I give a brief conclusion of my dissertation.  

 

The purpose in presenting these narratives which include video data is to clarify the meanings of the values I use to make judgments about improvements as I explore the implications of asking, researching and answering my question, 'How do I improve my practice as an Inclusion Officer?' In using video, I am able to see and reflect on my practice, and as I move the cursor in the video clips, I can see the energy with which I work and my inclusional way in which I like to work with others. I am not using video clips, merely, as examples of my practice. I am using the video clips to analyse my practice as I watch them. The way I watch them is important. I presence myself to myself as I move the cursor backwards and forwards along the clip, until I experience a resonance within myself at the points where I see myself living the values that I use to give meaning and purpose to my life. I use these energy-flowing values as explanatory principles to explain why I do what I do. In this way, I am able, not only to identify the educational influences in my own learning, but to explain these influences in my own learning. My purpose in presenting and analysing the narratives in this way is to bring a new energy-flowing and relationally dynamic standard of judgment of inclusion into the Academy.

CHAPTER 1 - BACKGROUND

 

In this chapter, I describe the experiences in my life that have had a significant impact on me and have had and impact on my role as an Inclusion Officer. Firstly, I describe incidents in my childhood, whereby my values such as justice, fairness, care and compassion became embedded. I then describe my early experiences in my teaching career which were extremely significant in my professional development with regard to my understanding of diversity, my relationship with children and young people, and my developing understanding of inclusion as I moved from the integration to the inclusion of children and young people with special educational needs in schools. I write narratives of my experiences. Connelly and Clandidin state that:

 

Humans are storytelling organisms who, individually and collectively, lead storied lives.

(Connelly and Clandidin, 1990)

 

So, my 'storied life' begins

    

Impact of Incidents in My Childhood  

I was brought up in a small industrial town in South Wales. From a young age, I was very aware of the injustice and the damage that could be done when individuals wielded their power over the other purely because they were able to do it. Very strong memories stand out, all related to my experiences at school. This is ironical because I enjoyed school and I was very happy at school. The examples I quote are by no means unusual, and my peers witnessed and experienced the same as I did in one way or another, but I do believe that I had a tremendous sensitivity and awareness of the way that people treated the other and how people could be subjected to humiliation, discomfort and pain purely from being human and being who they were. 

 

 My first memory of being treated 'unfairly' was when I was in what would now be called Reception Class. My teacher called me a naughty girl in front of the class for inadvertently damaging the wall display behind me as a result my swinging on a chair. I remember vividly how I felt at the time. I was extremely upset as I had not realised what I had been doing and to be publicly humiliated in this way was unnecessary and damaging. I remember thinking at the time that one day I would become a teacher and 'do it the right way'. I expressed these views to my colleagues.


Plate 1: Chris speaking to colleagues

 

  

 

 

 

 

  

 

 

CD 1. Chrisschool.mov

As I watch the video clip, I see myself reflecting on that time in the classroom as I describe my experience. As I am speaking, I can see the classroom and where I am sitting, and I can see the teacher at the front of the classroom. I am feeling those emotions that I felt at the time.

 

My next memory relates to my experience in Year One when I was looking up at the ceiling and working out sums in my head, which had been written on the board. I then felt this pain in my back. The teacher had thumped me and asked me what I was doing. 'I am thinking, Miss,' to which she replied, 'You're not here to think; you're here to work.'  Immediately, I put my head down and started to write blindly.  I wanted to cry, not because I was physically hurt but because I was so angry. I had not done anything wrong. I had been working and her actions and comments were unfair and unjust. Why didn't she ask me what I was doing before she thumped me? It is so important to engage with learners and to trust learners. Hart shares her research and focuses on a teacher named Julie:

 

Julie realises that she cannot just rely on her own observations

to make accurate judgements about how students are responding.

She encourages dialogue with them in order to find out what is going

on in their heads.

(Hart, 2003:227)

 

This links very much with my own ideas of the importance of having a dialogue with pupils. I express this in my next section, 'Impact of Early Experiences in my Teaching Career ',  when I realised how important it was to talk with pupils and get to know them, and how this realization had an impact on my relationship with pupils for the rest of my teaching career.  

 

My third memory was in my final year at Infant School. There was a girl in my class, who was ridiculed by many of the pupils. I still remember her name but so that she remains anonymous, I shall call her Mary.  I don't know the facts of her background but pupils laughed about her clothes and made derogatory comments about her mother.  How do people have the resilience to bear this every day? She was often late and frequently absent. I felt sorry for her as she was always the butt of jokes. Then one day, she came in late for school and the teacher called her to the front of the class and started mimicking her and humiliating her. The class was the audience. The teacher would ask her a question about her being late and Mary would answer, and the teacher would mimic her by repeating her answer word for word in a whiny voice. Mary started crying but the teacher continued and she made Mary stand in front of the class with tears streaming down her face as the abuse continued. 'Look at Mary – enough tears to fill a reservoir!' I so desperately wanted the teacher to stop and found being a witness to this almost unbearable. The teacher should be protecting Mary. She was a vulnerable pupil and should never have been the subject of such humiliation. Nobody should be the subject of such humiliation.

 

As I relate each of these stories, I am feeling the emotions that I felt at the time, and I ask the question as I did then, 'Who has the right to treat another in this way?' I am reminded of a moving story related by McNiff (2006) when McNiff gives reasons as to why she continues to work in such places as South Africa where she sees people using their position of privilege to the detriment of others. She draws upon the work of Shula Marks(1989). She refers specifically to Lily Moya, a black African woman and Mabel Palmer, an elderly, white academic who provided many university opportunities for black students and offers to support Lily in her education. Whilst being very supportive of Lily initially, when Mabel feels that Lily is becoming too confident in the development of their relationship, she completely undermines her and withdraws all hope. This has a devastating effect on Lily who, twenty five years later, is found living with her family looking thin and wasted after ending up in an institution for the mentally ill. This is a story of the abuse of power with devastating consequences.

 

I was aware of the emotions I have expressed from a young age when I was being treated, in what I felt, was an unfair way, or when I witnessed   someone else being treated unfairly. It was from this young age that I felt that nobody should judge another; nobody should assume what another is thinking or feeling; nobody should use their 'power' to belittle someone else; everyone is of value, and should be valued and treated with respect.

 

Throughout Infant and Junior Schools, I was picked on by one person in particular. I shall call her Pam. My mother used to go to the school to discuss this with the head teacher but it still continued. Pam always 'won' and I would end up on the floor but it was not without a battle. Pam was bigger and older than I was. I was never frightened of Pam; rather, I found  the constant battles tedious. Each time I remember being fired up and gave my best and although physically over-powered, I never felt defeated. I never would be defeated. I saw other children being bullied by children older and bigger than them. It is examples such as these that made me so angry; that one human would take advantage of another because they were able to, because they were older, bigger and stronger.

 

I was born into a Catholic family and attended a Catholic School. I remember only too vividly at about the age of ten, my friends and I cycling to the end of the street and stones being thrown at us from a group of girls our age chanting, 'Catholic bugs on the wall.' We would try to cycle past at full speed before they had time to pick up the stones. The names didn't hurt us but the stones did. We used to dread cycling to the end of the street, knowing what was ahead of us.  

 

I believe that these memories of my childhood have helped to influence how I view people and how I relate to people. I feel very strongly that nobody should wield power over the other, whether it be through position, age, size, colour or creed and that nobody should feel demeaned or belittled because of their position, size, colour or creed. It is experiences such as these that my beliefs about justice, fairness, care and compassion became embedded. I could never knowingly humiliate or belittle anyone. I have always tried to value people for who they are and I try not to make assumptions of what people are thinking or feeling. I have always had a high regard for children, for their views and their feelings, which, in turn has had an impact on the way I have brought up my children and my relationship with children and young people as a teacher.  

 

Impact of Early Experiences in my Teaching Career

I did not drift into teaching children with special educational needs. I chose to teach children with special educational needs.   

              

The first school in which I taught was situated at the edge of the 'red light district'. It had a roll of seven hundred pupils when I began, diminishing to five hundred by the time I left. The classes in each year group were streamed according to ability and I was given the 'bottom' stream – a class of  twelve year olds consisting of twenty- two 'remedials' from a variety of different ethnic backgrounds. I had this class almost full-time and was to teach them all subjects. This was the seventies and there was no national curriculum at the time. I was given some text books across a variety of subjects and was told to teach them what I felt was appropriate; that these pupils were 'remedials' and tended not to move out of the 'remedial' class. Bullock (1975), Warnock (1978), Golby and Gulliver (1979) and the Hargreaves Report (1984) had all warned of the dangers of an impoverished curriculum brought about by an over emphasis on basic skills work and the isolation of pupils with special educational needs.

 

It was not long before I realised that some pupils should move into the stream above but was told that this was not possible as the class was not doing the same syllabus as the rest of the year group, and therefore, would have no knowledge or understanding of the subject matter. This was grossly unfair to me; that pupils I was teaching did not have the opportunity to progress out of the 'remedial' class because of the system that was in place at the school. I decided that this class would do the same syllabus as the rest of the year group. I managed to get a number of books across all subjects from the other classes in the year, differentiated the work and produced worksheets for each member of the class. At the end of the year ten pupils moved into the upper stream.

 

It was at this early stage of my career that I realised the inequality of opportunity which existed for pupils with special educational needs at the time. This is certainly not a criticism of the school. It is a criticism of the system which existed at the time for pupils with special educational needs. The values which I held at the time and still hold; the values of fairness, justice, equality of opportunity, respect of the other and the valuing of the other were being denied to this group of children. It was this recognition that has driven my career in the teaching of children with special educational needs.

 

I taught at this school for seven years. They were the most challenging years of my teaching career and turned out to be the happiest. My learning at this time was significant. What happened in the first few years of teaching at this school were never to repeat themselves again. I shall give an example.

 

One day, I found a pupil, who I shall name, Peter, lying on the floor in the classroom sniffing gas from a lighter. He then pretended to cut his wrist with a piece of glass. When confronted about these incidents, he laughed each time. His finale was approaching me with the point of a large board protractor, at which I stood my ground, and within a few inches of the point touching me, he burst out laughing and returned to his seat. These were the most frightening experiences I have had in the classroom. Peter was removed from the school about a year later as it was felt he was a danger to himself and others.

 

I could give many more examples. I realized, at this stage, that I needed to get to know these young people and have a dialogue with them, as I expressed in the previous section. I spent time talking to them, getting to know them; I spent break times and after school talking to them. On Saturdays, I would take a group out in the school bus to a place of interest. Mutual respect developed between us. As they grew, so did I. I learnt that in showing young people that you are genuinely interested in them; showing that you trust and respect them, you get the same back. This was a huge lesson I learnt and for the rest of my teaching career, I allowed this openness and acceptance of the other in my relationship with children and young people; I feel I have reaped the benefits as a result.     

 

It was a school that was rich in diversity. I realise now how fortunate I was to teach in such a school. The school consisted of a mix of pupils from various ethnic backgrounds, but mainly British White, Indian and West Indian.  There was a mix of religions also, but mainly Christianity, Hinduism, Sikhism and Islam. All the pupils spoke English but for many of the Indian pupils, English was their second language with their first language being spoken at home. The main Indian languages that were spoken were Urdu, Punjabi, Gujarati and Hindi. The Indian pupils were second generation immigrants with many of the girls at a young age being engaged to boys in India which had been arranged by their parents. We celebrated a variety of festivals, for example, Diwali which is celebrated by Hindus and Sikhs. It symbolises the triumph of good over evil and is the celebration of light.  Christmas was always great fun with a group of teachers and pupils going from door to door in the 'red light district' singing carols and raising money for the school and charity.

 

I do believe that the experiences I had at this school helped to further my development as a person and a teacher and has certainly had an impact on my role as an Inclusion Officer.

 

My experience at the next school in which I taught was quite different and   significant in my learning and in my developing understanding of inclusion.  It was a large comprehensive with a sixth form, the number of pupils on roll being one thousand two hundred. The pupils were mainly white and many were from naval families.  After a few years at this school, in 1987, reorganisation of the four secondary schools in the area took place. This presented an opportunity to restructure the school and this had a significant impact on pupils with special educational needs and the special needs department. It was decided that rather than having streamed classes as according to ability, that a whole school approach would be developed whereby all classes would consist of pupils of mixed abilities. It was decided that there would be no special classes for pupils with special educational needs and that there would be no provision to withdraw pupils during lesson time. Special needs teachers would plan with subject teachers and support pupils in the class. At the time, this was called 'the whole school approach'. It meant that pupils with special educational needs would have as much access to the curriculum as all other pupils; that pupils with learning difficulties would be the responsibility of subject teachers and that their needs should be considered when subject teachers planned their syllabus. For the first time, pupils with special educational needs were a part of a normal mainstream classroom; they were not being integrated, they were being included. It was an approach, which I felt, liberated pupils with special educational needs. At the time, I was  doing a Diploma in Professional Studies in Education and 'the whole school approach' adopted by the school became the focus of my dissertation. One pupil commented:

 

     I much prefer it this year. I'm with my friends and they help

     me with my work. I'm not called names any more. Last year

     I was called all sorts of names like 'thicko', 'remedial'. This

     year people don't call me any names. I'm much happier.          

(Jones, 1988:82)

 

For me, it certainly was the right approach. The hierarchical system of streaming disappeared and as long as the curriculum was differentiated and appropriate support and provision was in place, then I could see no reason why pupils with special educational needs could not thrive within this system. Whereas my previous school and initially, this school, had been very much to do with the integration of pupils with special educational needs, at this school, through amalgamation and reorganisation, the focus was now on the inclusion of children with special educational needs.

 

I have given examples of aspects of my childhood which have had an impact on me which I feel have helped to shape me as a person and have helped to embed such values as justice, fairness, care and compassion within me. It is these values and the energy that has come from a determination to live these values which have driven me in my work as a teacher and still drives me in the work I do today. The experiences I have encountered as a teacher in my understanding of diversity, the significance of having a dialogue with pupils, helping to ensure the quality of opportunity for pupils, the move from the integration to the inclusion of pupils with special educational needs, and my learning as a result of these experiences have had a significant impact on my work as an Inclusion Officer.


CHAPTER  2 – INCLUSION, INCLUSIONALITY AND MY ROLE AS AN INCLUSION OFFICER

 

In this chapter, I clarify my developing understanding of inclusion to my introduction of inclusionality and the impact that this has had on me personally, and significantly in my role as an Inclusion Officer. I describe my role as an Inclusion Officer set against the legislation at the time and describe a significant aspect of my role, the implementation and development of the Bath and North East Somerset Inclusion Quality Mark.

 

What is Inclusion?

 

'Inclusion' – a word much more used in this century than in the

last. It has to do with people and society valuing diversity and

overcoming barriers. But what exactly does it mean? Do different

people mean different things by it? Would you recognize it if you

walked past it? Where would you find it?  How do you create it?

How do you know when you have created it?

                                                                 (Topping and Maloney, 2005:1)

 

As I have moved through my career, so my understanding of inclusion has changed and continues to change. My understanding is that it is a fluid concept (Nind et al. 2003).

 

As a special educational needs coordinator (SENCO) in the late 1990's, I understood inclusion to be concerned with children with special educational needs remaining and being fully included in mainstream schools rather than being referred to special schools. This was certainly the case in my practice and it was to this end that I worked with inclusion at the time. Inclusion was increasingly becoming a part of the government's agenda. UNESCO drew up the Salamanca Statement (1994) which called on all governments to adopt as a matter of policy the principle of inclusive education. The U.K. supported the statement which was demonstrated in the Education Act 1996 that followed and subsequent special educational needs (SEN) and inclusion policies which included: the Government's Green Paper, Excellence for All Children (DfEE,1997); Meeting Special Educational Needs: A Programme of Action (DfEE,1998); and The Special Educational Needs and Disability Act 2001 (HMSO).

 

Gradually, I began to understand inclusion as something more than 'special educational needs' (Booth, 2003). I began to understand inclusion as being a matter of human rights. Rustemier (2002) brings our attention to the UNESCO teaching manual (1998) which states that human rights are to do with values that reflect the aspirations of human beings and are also principles whereby states legislate and pass judgement and individuals can act. These values and principles, she concludes, are founded on equality, justice, freedom and dignity of each and every person. Rieser (2003) agrees that inclusive education should be based on the principles of equality and human rights.

 

Inclusion may be seen as involving a commitment to certain broadly defined values (Ainscow et al. 2006). In education, inclusion may be seen as putting these values into action, resulting in the policy, practice and culture of a school being underpinned by these values.   

 

Ofsted describe an inclusive school as follows:

 

An educationally inclusive school is one in which the teaching and

learning, achievements, attitudes and well-being of every young person matter. Effective schools are educationally inclusive schools. This shows not only in their performance, but also in their ethos and willingness to offer new opportunities to pupils who may have experienced difficulties.

(Ofsted, 2000:7)

 

Indeed, Ofsted refer to the different groups whereby provision needs to be made for the achievement of all:

 

·     girls and boys;

·     minority ethnic and faith groups;

·     travellers, asylum seekers and refugees;

·     pupils who need support to learn English as an additional language        (EAL);

·     pupils with special educational needs;

·     gifted and talented pupils;

·     children 'looked after' by the local authority;

·     other children, such as sick children; young carers; those children from families under stress; pregnant school girls and teenage mothers; and,

·     any pupils who are at risk of disaffection and exclusion.

(Ofsted, 2000:4)

This list presents a diversity of learners, some of whom may experience barriers to learning and participation.

 

Thus, rather than seeing only pupils with special educational needs experiencing barriers to learning, the inclusion agenda  moves us to looking at a variety of groups of pupils which may experience barriers to learning (Hayward, 2006).

 

The National Curriculum begins with an inclusion statement and sets out three principles in the development of an inclusive curriculum to ensure that the needs of all pupils are met:

 

A.   Setting suitable learning challenges.

B.  Responding to pupils' diverse learning needs.

C.  Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

(DfEE, 1999:30)

 

It is against this background of developing understandings and the thrust of the government's agenda on inclusion that my understanding of inclusion has evolved.

 

The Index for Inclusion goes further and the view of inclusion is much broader. Whilst inclusion is seen to be the minimising of barriers to learning and participation and the maximising of resources for all pupils, it is also about:

 

·    valuing all students and staff equally;

·    improving schools for staff as well as for students;

·    emphasising the role of schools in building community and developing values, as well as increasing achievement;

·    fostering mutually sustaining relationships between schools and communities;

·    recognising that inclusion in education is one aspect of inclusion in society.

(Booth et al. 2000:3)

 

It may be seen that for schools to be truly inclusive that all principles of inclusion should apply to the whole of the school community including all adults: teachers, parents, governors, school meal supervisory assistants (SMSAs) and teaching assistants (Evans, 2007). If students are encouraged to take risks and make mistakes, staff should be encouraged to do the same and be given the appropriate support. 

 

Thus, this broader view of inclusion involves not only the inclusion of all pupils but also the inclusion and the valuing of staff, and the relationship of schools and their communities. Fundamentally, that inclusion in education is one aspect of inclusion in society.

 

This broader view of inclusion is in line with my developing understanding of inclusion. It is in line with what I have experienced and witnessed as an Inclusion Officer in assessing schools for the Bath and North East Somerset Inclusion Quality Mark. Schools that have achieved this award are schools in which all feel included: staff, pupils and members of the school community alike.

 

Corbett focuses very much on the relationships in schools and how the inclusive ethos is reflected in the way that staff and pupils treat each other. Her research at Harbinger School in London resonates very much with my research into inclusion in schools and fully endorses my values as a person and a teacher in the way that one relates to another. In her introduction about Harbinger School, she states:

 

There is a pronounced emphasis on treating each other with

consideration, which is very noticeable in the school. The way

 teachers communicate with children shows respect for them

and gives them dignity. There is a consistent modelling of how

people should behave towards one another in a considerable

and careful way. This fosters a culture which is not excluding of

any individual because of their perceived 'difference'.                                                                                                                             (Corbett, 2001:5)

 

 

Inclusion is not about the ticking of boxes. It is not about schools merely having a Buddy Bench or providing extra-curricular activities for all pupils or celebrating a cross-section of festivals. Inclusion goes much deeper than that. In one of the schools I was assessing, my colleague commented that the school was no different from other schools in that inclusive practices were in place. But, what was different about that particular school? What marks a school out to be truly inclusive? I believe that it is the strong leadership of the head teacher who embodies inclusive values. This is a crucial, influential factor in creating and maintaining an inclusive school. In such schools, inclusion is a fundamental value around which everything revolves (Corbett, 2001). Inclusion is alive and living through its policy, practice and culture which are based on key principles presented in a diversity of ways. The quality of relationships and their inclusional ways of being underlie everything they do. These schools present inclusion in a variety of ways and within different contexts (Nind et al. 2003).

                          

Corbett states that inclusion:

 

explores the layered relationship between the institution, its

outer and inner context of the human interactions and dynamics.

This is a 'connective' process. It is a concept which recognises the

ways in which our experiences are not separate but are connected.

(Corbett, 2001:35) 

    

What is Inclusionality?

 

Whilst inclusion may be seen to relate to the culture, policy and practice of a school, inclusionality may be seen to relate to the ontology of a school community; it is more to do with an inclusional way of being between one and the other. Rayner describes inclusionality as such:

 

Inclusionality is an awareness that space, far from passively

surrounding and isolating discrete massy objects, is a vital,

dynamic inclusion within, around and permeating natural form

across all scales of organization, allowing diverse possibilities

for movement and communication. Correspondingly, boundaries

are not fixed limits – smooth, space –excluding, Euclidean lines

or planes – but rather are pivotal places comprising complex, dynamic

arrays of voids and relief that both emerge from and pattern

the co-creative togetherness of inner and outer domains. 

  (Rayner, 2004)

Put more simply, inclusionality is:

 

A relationally dynamic awareness of space and boundaries that

are connective, reflective and co-creative.

(Rayner, 2006a)

 

Put even more simply, inclusionality is:

 

Spatial togetherness.

(Rayner, 2003)

 

Rayner explains, when he is questioned about his revolutionary idea of inclusionality:

 

I didn't develop and couldn't have developed the idea of

inclusionality in isolation – my form of expression of this awareness

emerged in a co-creative conversation with a small sharing

circle of others, most notably my friend and regular correspondent,

Ted Lumley.

(Rayner, 2006b)

 

I had not heard of the term, inclusionality until I saw Alan Rayner demonstrate his paper dance of inclusionality on video. Watching this had a huge impact on me as it articulated for me what I feel so strongly, that is, the importance of being open and receptive to others and being receptively responsive.  Rayner expresses so clearly how boundaries can act as a pivot though which one can reciprocate with the other; that a boundary can allow the two sides to move so that there is a relationally dynamic movement  between one and the other; that there is a flow through the boundary. However, through his paper dance, he so expressively explains that in our rationalistic society, the boundary can be severed resulting in bi-polarity between one and the other or even a complete disregard for the other. I have included this video clip and it can be viewed at CD 2. Rayner.mov


Plate 2: Alan Rayner

CD 2. Rayner.mov

 

When I viewed this video clip, I was so inspired by what Rayner had said and demonstrated that I emailed him and a series of emails between us followed. In one of the emails, I express the following which relates to my understanding of inclusionality and my inclusional way of being:

 

When I was a teacher, this is something I valued – never authoritarian

but enjoying the flow of interaction between teacher/learner, learner/

teacher, all learning together, co-creating, reflecting and connecting

through the participation of all. Not only as a teacher, but within my life

and with whom I relate, I enjoy, feel and grow from this flow of interaction and participation.     

(Email sent 26 January, 2006)

 

In my job as an Inclusion Officer, I see inclusionality being demonstrated within some of the school communities with whom I work. In fact, I would go as far as to say that in truly inclusive schools, whereby inclusion is seen as a fundamental value within the school, inclusionality is being demonstrated throughout, between pupil and pupil, adult and adult and pupil and adult.  This has been a significant shift in my learning and understanding as I am now able to articulate what a truly inclusive school is. It is not only to do with inclusive practices and policies being in place; it is to do with the inclusional way of being within the school community.    

 

To find out more about inclusionality, go to Alan Rayner's website:

 

http://people.bath.ac.uk/bssadmr/inclusionality

 

My Role as an Inclusion Officer

 

I became an Inclusion Officer in February, 2004 and in 2007, a Senior Inclusion Officer. The post of Inclusion Officer was a new one and the purpose of the job as described in my job description was as follows:

 

To support the LEA's inclusion agenda, working creatively in

partnership with schools, LEA support teams, LEA officers and

agencies such as the Health Service and Social Services to minimise

barriers to learning and participation in educational settings and support diversity in order to promote a culture of inclusion in all educational settings.

               (Inclusion Officer Job Description, 25 September, 2003)

 

My job description reflected the political climate at the time with further legislation being introduced. Removing Barriers to Achievement: The Government's Strategy for SEN (DfES, 2004) demonstrated the government's vision for special educational needs (SEN) over the next ten years. Four areas were identified:

 

·      early intervention;

·      removing barriers to learning;

·      raising expectation and achievement;

·      delivering improvements in partnership.

 

Every Child Matters (DfES, 2003), the Government's Green Paper, formed the basis of the Children Act 2004, and aims to improve outcomes for children, young people and families. The key outcomes for children and young people are:

 

·      be healthy;

·      stay safe;

·      enjoy and achieve;

·      make a positive contribution;

·      achieve economic well-being.

 

Hayward identifies the key elements of the Act:

 

·     building services around the child, young person and families to

achieve improved outcomes;

·     understanding and responding to children's needs in a holistic way;

·     supporting parents, carers and families;

·     better safeguards for children and young people;

·     focusing on opportunities for all and narrowing the gaps;

·     developing the workforce and changing culture and practice;

·     integrating working practices, processes, strategy and governance.

(Hayward, 2006:6-7)

 

The Act has had significant implications in the way that Children's Services work together, with the Departments of Education, Health and Social Services being brought together under a Director of Children's Service. Multi-agency working is a key focus of the Children Act, the aim being that professionals work together to meet the needs of children, young people and families. This, however, is not without its challenges. Firstly, there is the challenge of using language and terminology which is understood by all services and organisations. Secondly, professionals working with children and families, need to be coordinated to ensure that there is a joined up approach to the provision in place. A 'lead professional' should be appointed to coordinate provision and to be the single point of contact for all working with the child or young person. A Common Assessment Framework (CAF) has been introduced which is an important tool for early intervention whereby practitioners can assess the needs of a child or young person. It can help practitioners develop a shared understanding of a child's needs, so that they can be met more effectively. The Act encourages professionals, as they work together, to look at, not only educational inclusion but social inclusion. Children's needs are greater than merely educational. There are influences in a child's life associated with their family, their community, society as a whole which may make the child vulnerable with the need to be socially included.  This has been reinforced by the Education and Inspections Act 2006, which places a duty on schools to promote children's well-being. The relationship between teaching and learning and the broader social responsibility towards pupils is becoming more apparent. Schools should have:

 

a system that responds to individual pupils, by creating an

education path that takes account of their needs, interests and

aspirations, (which) will not only generate excellence, it will also

make a strong contribution to equity and social justice.

(DfES, 2005)

 

The Children Act requires local authorities to produce one plan to cover all services which affect children and young people. In the authority in which I work, the multi-agency Children and Young People's Strategic Partnership had been working on a Local Preventative Strategy since 2002 to promote the health and well-being of children and young people. The work and plans already in progress became the basis for the authority's, Children and Young People's Plan, 2006-2009, the vision of which is:

 

We want all Children and Young People to do better in life

than they ever thought they could. We will give children and

young people the help they need to do this.

(Bath and North East Somerset Local Authority, 2006:2)

   

It was against this background that I became an Inclusion Officer. I was pleased that I would be working with the inclusion of all children and not only the inclusion of children with special educational needs. I was pleased that my focus would be with all groups that may experience barriers to learning and participation. The remit of the post was extensive and my concern was where to begin. I was advised to get myself on as many education, health and social care meeting agendas as possible in order to introduce myself. I was also asked to find out what issues there were for schools with regard to the support they were receiving from the local authority and what issues they had with regard to inclusion. I decided to approach SENCOs and attend SENCO cluster groups. I also contacted various teams in the health service and social care to find out what issues there were for them in working with schools. This action research project gave me a focus. Contacts made at this time have continued to form partnerships to the present day. A brief summary on all work undertaken in these initial months was fed back to the Head of the Inclusion Service (Appendix A).

 

My learning at this time was considerable. I had moved from teaching within a school to working full time with the local authority. The year previous to this, I had been working part-time in school as a teacher and with the Local Authority as an Assistant Education Officer. I was certainly beginning to feel the 'them and us' attitude from some teachers towards the authority. Although I was aware of this attitude as a teacher, I had not personally felt it. I had always had a good relationship with people working in the local authority and they with me, for example, educational psychologists, education officers, members of the learning support and behaviour support teams. It was a surprise to me to be challenged as a representative of the local authority by some teachers when I attended meetings, especially in these early years, as within me, I still felt a teacher; I still felt a special educational needs coordinator. Even though I was an Inclusion Officer in the local authority, my career had always been in teaching and I was fully understanding of issues and pressures confronting schools and teachers. Even now, I am still taken aback when challenged, and perhaps naively, still surprised by it.

 

At the time, besides setting up courses and running workshops, I was also researching into an Inclusion Chartermark for the authority. My job description stated that as an Inclusion Officer, I was:

 

To lead on the establishment of a Bath and North East Somerset

Inclusion Standard (Kitemark) and set up a system to reward early

 years settings and schools who fulfil our standard.

                  (Inclusion Officer Job Description, 25 September, 2003)

 

When I first read this statement, I did not perceive this aspect of the job to be a difficult one. After about a month into my exploration, I started to realise what a mammoth task this was. I felt overwhelmed and anxious and questioned my ability to undertake such a responsibility. I did not realise, at the time, what a huge impact on my learning, both personally and professionally, was to take place in the ensuing years as I endeavoured to work towards the implementing, developing and evaluating the Bath and North East Somerset Inclusion Quality Mark.

 

The Bath and North East Somerset Inclusion Quality Mark

 

I began to investigate what Inclusion Standards were around in the various authorities. I was aware of the Birmingham, Standards for Inclusion (Birmingham City Council, 2002) and the Bristol, Inclusion Standard (Bristol City Council, 2003). I obtained these documents and spoke to the lead people in the authorities. At the time, I was also considering the possibility of developing our own standard. This had been the case in Bristol and Birmingham. I began to investigate what other authorities were doing. I also started exploring what information the Department for Children, Schools and Families (DCSF) and TeacherNet, the education website for teachers and school managers had, and started searching the internet for more information on Inclusion Standards. It was at this point that I realised the difficulty of the task. I could not find any information on Inclusion Standards. To my surprise, it seemed that Inclusion Standards were not a priority in the authorities.

 

After much researching and accessing various authorities' action plans, I was able to identify some authorities which were involved in the development of Inclusion Standards. I contacted the lead person in each of the authorities and they gave me access to the Inclusion Standards they had developed. Looking through the various Inclusion Standards, all seemed very similar with schools having to do an audit of their inclusive practice, developing an action plan and providing evidence of inclusion and its development in their schools. I then came across a book called, The Inclusion Quality Mark (Coles and Hancock, 2002), through a SENCO forum on the internet. I sent away for a copy and when I read through it, I felt that it was just what we wanted. It was what I had been looking for. It built on documents such as the Index for Inclusion (Booth et al, 2000) and Inclusive Schooling (DfES, 2001a). It was also in line with Ofsted expectations. It consisted of ten elements focusing, not only the school but parents and carers and the community and included guidance on each. Most of the elements were divided into school evidence, staff evidence and pupil evidence. The fact that there was an emphasis on pupil evidence, I found to be really encouraging in that there was an emphasis and recognition that the pupil, their needs and rights are at the core of what we do. An audit was provided for schools to identify strengths and areas for development. What really excited me about, The Inclusion Quality Mark was that authorities could adopt it and develop their own systems and processes and put their own stamp on it. In such cases The Inclusion Quality Mark would be named after the authority, thus The Bath and North East Inclusion Quality Mark. At the time, I contacted Caroline Coles through emails for clarification on a number of issues.

 

The Inclusion Quality Mark, I felt, provided us with an infrastructure which was all inclusive and one with which I could work with and develop. I did not want the awarding of the Inclusion Quality Mark to schools to be the result of ticking the right boxes. I wanted the Bath and North East Somerset Inclusion Quality Mark to be a reflection that inclusion was alive and living in schools. I wanted it to reflect that inclusion was a core value within the school (Corbett, 2001) and that this drove everything within the school; that when going into a school that this core value of inclusion was palpable and could be felt throughout. I wanted to see and feel the school community working inclusionally and demonstrating the values of inclusionality. It was at this point, when I became aware of what I wanted the Inclusion Quality Mark to be, that I felt energised. It is this awareness that has driven me in the development of the Inclusion Quality Mark in the authority.

 

In this chapter, I have described my developing understandings of inclusion and my introduction to inclusionality which has had a significant impact on me in my role as an Inclusion Officer. I have described my role as an Inclusion Officer against the legislative background on becoming an Inclusion Officer. Finally, I have described the evolvement of the Bath and North East Somerset Inclusion Quality Mark.


CHAPTER 3 - METHODOLOGY AND METHODS

 

In this chapter, I relate to the action research approach I have used as I inquire into my question, 'How do I improve my practice as an Inclusion Officer?' In doing so, I describe the methodology and methods that I have employed and explain my reasons as to why I have adopted a living theory methodology (Whitehead, 2008a).

Methodology

Through adopting a living educational theory methodology, practitioners create their own educational theories by embodying their educational values in their practice. Whitehead (1989, 2003) claims that values are embodied in our educational practice and that in using our values as living standards of judgement we can judge the validity of our claims of educational knowledge.

The living theory methodology is distinguished from other methodologies by  its inclusion of 'I' whereby the 'I' becomes a living contradiction between the educational values that are held and the negation of those values in the practice of a practitioner (Whitehead 1989). To clarify further, the 'I' becomes a living contradiction when the values that we hold and aspire to are not being lived in the work we are doing. In asking the question, 'How do I improve my practice?' there is a desire to live our values more fully in our practice. If we find we are not doing this, and our practice is, in fact, denying our values, we may experience ourselves as a 'living contradiction'.

 

The living theory methodology to my self-study emphasises the importance of asking, researching and answering questions of the kind, 'How do I improve what I am doing?' This does not deny the importance of social relationships; rather it stresses the importance of asking such practical questions. This methodology, however, differs from participatory action research as the latter usually begins with the assumption of a community working on a common problem. 

 

My ontological assumptions are that  I see myself as a part of other people's lives and they, a part of my life; I do not see myself as separate, as an observer or an outsider as would be more the action research approach of the social sciences, whereby descriptions and explanations are offered for what others are doing. Likewise, my epistemological assumptions are that I see knowledge as something which the individual creates for themselves and with others; I see myself as a part of knowledge creation. 

 

My choice of a living theory methodology is based on my desire to make a contribution to the knowledge of inclusionality and the processes of improving inclusionality in schools. As a practitioner-researcher with responsibilities for helping to promote and develop inclusive practice in schools and for awarding schools with the Bath and North East  Somerset Inclusion Quality Mark, I wish to publicly communicate my knowledge in a way that can be accredited by a Higher Education Institution as worthy of a masters degree.

 

I find the living theory methodology exciting and creative. Practitioner-researchers have focused on bringing their knowledge into the Academy in their successfully completed doctorates, such as, 'A living theory of a practice of social justice: realizing the right of Traveller children to educational equality' (Sullivan, 2006), 'How can I improve my practice as a superintendant of schools and create my own living educational theory?' (Delong, 2002), 'How can I create a pedagogy of the unique through a web of betweenness?' (Farren, 2005), to name just a few.

 

The methodology I use is strongly influenced by my ontological and epistemological assumptions (Hitchcock and Hughes, 1995). In conducting my research I see myself as a part of the world and interacting with others and thus creating new knowledge individually and together. As explained previously and to clarify here, there are fundamental differences between the ontological, epistemological and methodological assumptions of a living theory and a social science methodology. The ontological assumptions of the interpretive action researcher put the researcher as separate from the practitioners they are studying. The assumption of living theory researchers is that the individual decides how they are going to conduct their research and how they should live their lives in negotiation with like-minded people (Whitehead and McNiff, 2006).

 

Cresswell (2007) describes five qualitative research methodologies and reviews the similarities and differences between them. They include narrative research, phenomenological research, grounded theory research, ethnographic research and case study research. Whitehead (2008b) describes the similarities and differences between each of these methodologies and the living theory methodology. Whilst living theory has similarities to each of them, the fundamental difference between them all is that a living theory is a researcher's unique explanation of their educational influences in their own learning, the learning of others and the learning of social formations. Regarding narrative research, Whitehead states that whilst all living theories are narratives, not all narratives are living theories. The purpose of living theory is not to give a description of universal essence as in phenomenological research; it is not to give abstract generalizations as in grounded theory research, it does not focus on a culture group as in ethnographic research and is not constrained by a bounded system as in case study research.

 

Newman (2000), in discussing action research states that there is 'no one 'right way' of doing action research. Practitioners engaging in these more open, reflective ways are inventing methodology as they go along.' Corbett, in her research of inclusion in a London school, found that she learned about the methodology of researching inclusive education and inquires as to whether it requires a new research methodology. She states:

 

To my surprise in what I thought would be a practical case study,

this theoretical challenge to research methodology became one of

the integral components of the book. If we accept that inclusion

is a philosophical concept which requires an examination of ethics,

equity and justice, this can be supported by an emancipatory approach

which has empathy at its core.

                           (Corbett, 2001: 8-9)

 

Whitehead (2008a) refers to 'methodological inventiveness' as described by Dadds and Hart whereby practitioner-researchers develop their own unique way through their research:

 

No methodology is, or should be cast in stone, if we accept that

professional intention should be informing research processes,

not pre-set ideas about methods of techniques.

   (Dadds and Hart, 2001:169)

 

As mentioned previously, the difference between a living theory methodology and other forms of research is the inclusion of the 'I' as a living contradiction with regard to the inquiry and the explanations of educational influence in learning. In living theory methodology and the development of the individual's living educational theories, the meanings and experience of embodied values of humanity are transformed into living epistemological standards of judgement. Accounts can thus be produced that explain the individual's educational influence in learning. Besides this, individual's give explanations of their educational influence in the learning of others and in the learning of social formations. To clarify, in the living theory methodology, improvement and justifying claims to know (a 'prove' agenda) are not seen to be opposed.

Methods

When the decision has been made as to what research is to be undertaken, consideration needs to be given as to what data and evidence is required. Such questions may be asked such as, 'What do I need to do and why?', and, 'What is the best way to collect information and what shall I do with it?' (Bell, 2003). There are many choices about monitoring practice and gathering data and there may be a combination of the various methods. Methods may be written or live (McNiff and Whitehead, 2005). Written methods may include field notes, keeping a journal or diary, doing surveys, record sheets of tables and charts, questionnaires, whilst live methods may include interviews, and audio and video recordings.

 

Action Reflection Cycles

 

Action research is based on change-action and is cyclical in nature. It involves stages of action and research, followed by action. It involves the identification of a problem, collecting information, analysing, planning actions and implementing and monitoring outcomes. It was originally developed by Lewin (1946) and further developed by Schon (1983), Carr and Kemmis (1986) and Whitehead (1989).

 

Eisner (1988) addresses the politics of method and its effects on the character of educational research. He questions how the research methods we use may shape what we can learn about educational practice and the degree of the forms we employ to describe what we have learned and how these constrain what we are able to say; also the extent of our conceptions of knowledge and belief, art and science, truth and falsity and how these conceptions may influence how we go about our work. He believes that the answers to these questions have profound implications to the future of educational research.

 

In the use of action reflection cycles developed by Whitehead, researchers ask questions of the kind, 'How do I improve my practice? How do I Improve what I am doing?' and 'What is the educational influence in my own learning, in the learning of others and the learning of social formations?' (Whitehead, 2005).

 

Narrative Inquiry and Action Reflection Cycles

 

In this self-study, as I inquire into my practice and make my claim to educational knowledge, the processes of data gathering involve the action reflection cycles and forms of narrative inquiry advocated by McNiff (2007). Narrative inquiry is linked to the action research process by practitioner-researchers telling their stories.

 

Narrative inquiry is quite a recent movement in qualitative research and has emerged as a discipline within the broader field of knowledge management. Clandinin and Connelly (2000) defined it as a method, however, Clandinin (2007) developed it into a methodology that uses such methods as letters, conversations, autobiography, family stories, life experiences, photos, interviews, field notes  and stories. Dewey's (1938) influence in this field cannot be doubted. He informs narrative inquiry in terms of the nature of experience. His view of experience is that no one and nothing exists in isolation; that experience has both a personal and social meaning and that individuals should be analysed as part of a social group and as individuals. Dewey sees experience as being on a continuum which is shaped by past experiences and continues to shape those that come after. Rossiter, in reference to a narrative approach to adult development states:

 

In most general terms, we can say that a narrative approach

to development looks at the storied nature of development

and considers story as a metaphor for human life.

(Rossiter, 1999:59)

 

McAdams (1985), in focusing on identity formation, states that the outcome of the process of identity formation which proceeds throughout adulthood, is a dynamic, evolving life story.  Identity, like narrative, is an unfolding of self through time and involves a temporal movement. He states that an individual is given a sense of continuity necessary for identity formation through the integration of past, present and future into narrative.

 

Connelly and Clandinin (1999) refer to teacher knowledge in terms of narrative life history. They state that the stories or narratives of experience are social in that they reflect the contexts in which teachers live, and personal, as they reflect a person's life history. Connelly and Clandidin (1988) have coined the term, 'personal practical knowledge' which refers to teachers, through their experience of the past, the present and their projections for the future, as being knowledgeable and knowing persons. They are knowers of teaching, learning and their subject matter, and knowers of their situation, their children and themselves. This connects very much with Snow's (2001) idea of teachers, in that they possess a wealth of knowledge about teaching, based on their personal knowledge and personal experience, as expressed previously.      

 

In telling my story, I focus on my personal knowledge and experience as an Inclusion Officer. I describe what I have done and how this has led to the furthering of my learning. I describe how reflecting on my learning leads to new learning and action. I describe and explain my practice. I tell my story and reflect on my learning as I work with other educators in a Children's Service and schools.

 

Video

 

Throughout my inquiry, I have used video in order for me to reflect on my practice (Farren and Whitehead, 2006). Eisner (1993) explains that the relevance of different forms of representation in research is growing and gives the example that film is a means of understanding aspects of schooling and that schools of education need to develop training on how this can be used.

 

Using video has given me another dimension in which to reflect on my practice in a way no other form could achieve. As I watch the video clips, I am looking for evidence of my inclusional way of being and my recognition of the inclusional way of others, in the way that I relate to them, in the way that they relate to me, in the way that we relate to each other demonstrating qualities of genuineness, honesty, care, trust, loyalty and respect. I show the video clips to colleagues and ask them if they can see this evidence of which I am seeking. I ask whether the video clips demonstrate and communicate my living values. The video clips I present in my dissertation can be accessed by clicking on the links and are accompanied by still images. Still images can be seen throughout my dissertation. A CD of the selected video clips is included with a hard copy of my dissertation. The validity of multi-media accounts can be established using the criteria of social validity as described by Habermas (1976) and clarified below. The originality of my qualitative findings is in the way I am clarifying the life-affirming energy with my inclusional values in my explanations for my practice as an Inclusion Officer.  

 

Reflective Journal

 

Throughout my inquiry, I have kept a research reflective journal whereby I have reflected on actions made and kept a record of my evolving thinking. I draw on extracts from my journal identifying experiences in my practice, critical incidents, and my learning and progress to further action.

 

Validity

 

How do I know that my claim to knowledge is valid? What criteria do I use in making judgements of my claim to know? This is a self- study of my practice whereby I am reflecting on my learning, thus it would seem that the traditional criteria of generalisability and replicability (Sullivan, 2006) used in traditional research may not be appropriate. Schon refers to the dilemma of rigour or relevance:

 

People tend to feel the dilemma of rigour or relevance with

particular intensity when they reach the age of about 45. At

this point they ask themselves, "Am I going to do the thing I

was trained for, on which I base my claims to technical rigour

and academic respectability? Or am I going to work on the

problems – ill-formed, vague and messy – that I have discovered

to be real around here?" and depending on how people make

this choice, their lives unfold differently.

(Schon, 1995: 28)

 

McNiff (2002) argues that in action research, practitioners, not 'the experts' set their own criteria as they take responsibility for their own work. In action research, she states that the values that inform practice become the criteria for judgement. Hartog, for example, in her living theory thesis, demonstrates how to do this. She sets out the criteria she uses to explain her own practice and relates these to the criteria the university uses to recommend the award of a doctorate:

          

The aim of this thesis is to present a storied account of my inquiry,

 in which I explore what it means to live my values in my practice.

Through descriptions and explanations of my practice, this thesis

 unveils a process of action and reflection, punctuated by moments

 when I deny or fail to live my values fully in practice, prompting

 the iterative question 'How do I improve my practice?', the reflective

 process enabling me to better understand my practice and test out

 that understanding with others in the public domain.                                                                                                                 

                                                                                                         (Hartog, 2004:2)                                               

                                                                                                                                      

Evidence then needs to be produced from data that meet the criteria. This evidence is used when practitioners claim that their learning has improved. McNiff then suggests that the practitioner's judgement of their work needs to be critically scrutinized by others such as a critical friend and a validation group. Whitehead (2008a), too, postulates that living theory methodology involves both personal and social validation. In conducting my research, I use personal and social validation as advocated by McNiff and Whitehead. I will be drawing on Habermas' four criteria for social validity. Habermas states that in communication between speaker and hearer, in order to reach an understanding between the two, the following validity claims must be raised:

 

·      The speaker must choose a comprehensible expression, so that speaker and hearer can understand one another.

·      The speaker must have the intention of communicating a true proposition so that the hearer can share the knowledge of the speaker.

·      The speaker must want to express his intentions truthfully so that the hearer can believe the utterance of the speaker.

·      The speaker must choose an utterance that is right and can agree with one another in the utterance with respect to a recognized normative background.

 (Habermas, 1976: 2-3)

 

Whitehead postulates that Habermas criteria for social validity can be used to judge the validity of writing and reading a text, as these are a form of social communication. He thus suggests that the following questions can be asked in relation to these criteria:

 

·      Is the account comprehensible?

·      Is the account truthful?

·      Is the account sincere?

·      Is the account appropriate?

(Whitehead and McNiff, 2006:141)

 

Validation Group and Critical Friends

 

Each week, we hold a Conversation Cafe whereby people working in the Bath and North East Somerset Children's Service meet to discuss their practice and discuss ways as to how they can improve their practice. We have been meeting for about three years and at present, we meet every Thursday morning at 8 o' clock for an hour. Jack Whitehead, Bath University, joins us every week. We begin by telling the group of experiences that are exciting us in our work. Throughout the session, we express concerns when we feel that our values are being negated in our practice. Frequently, we take along our writings, show it to the group, and they comment and act as critical friends. Throughout my inquiry, I have taken my writings along to this group and they validate what I am expressing and act as critical friends. I have made a note of relevant quotations made during our conversations and have included some in my dissertation. At times, when I have been stuck with my inquiry, I have discussed this with the group and they have offered suggestions as to how I should proceed. Sometimes, my critical friends have written about me and how they perceive me in my practice. Their writings have helped me move through difficult times in my inquiry. I quote from their accounts in my dissertation. Such accounts, written by my administrative support, Sandra Harris and my line manager, Nigel Harrisson and can be found in Appendices J and K. I have used this group as a validation group to see if what I am saying has validity. A transcript of a validation meeting held on July 17, 2008 can be found in Appendix F.

 

 At this point, I would like to emphasise that Conversation Cafe is not a focus group in the traditional sense. Powell et al define a focus group as:

 

A group of individuals selected and assembled by researchers to

discuss and comment on, from personal experience, the topic that

is the subject of the research.

(Powell et al, 1996:499)

 

Conversation Cafe consists of colleagues who meet to discuss their practice, how they can live their values in their practice and what they can do when their values are being denied in their practice. Individuals are not selected; there is no moderator or agenda as may be in the traditional focus group. The focus for discussion emerges throughout the session. Sometimes sessions are planned as and when it is felt appropriate. The aim of the group is not to contribute to social research as may be the aim of a focus group but moreso for each individual in Conversation Cafe to focus on questions such as, 'How can I improve my practice? What is my educational influence in my own learning, in the learning of others and the learning of social formations?'

 

Other forms of data

 

Throughout my inquiry, I have quoted from emails, evaluations from workshops and extracts from reports that have been written on schools working towards or having achieved the Bath and North East Somerset Inclusion Quality Mark.

 

Analysis of Data

 

The analysis of my data is in line with other living theory accounts. Thus, I focus on the generation of valid explanations of my educational influences in my own learning and in the learning of others as I explore the implications of my main question, 'How do I improve my practice as an Inclusion Officer working in a Children's Service?' As I clarify the meanings of my ontological values as they emerge in my practice, they form into the explanatory principles to explain why I am doing what I am doing. My learning, in making my values public and communicable, as explanatory principles, is my main finding as I work at bringing my embodied knowledge as an Inclusion Officer into the Academy as a contribution to academic and professional knowledge.

 

In analysing my data, I look for those interactions and quality of relationships which demonstrate a desire to live such values as care, trust, loyalty as described previously. I select from my data the appropriate evidence to support my claim to knowledge and that shows the educational influences in my learning and in the learning of others which is based on my values and what drives me to do what I do.          

 

Ethical Issues

 

I have conducted my research within an ethical framework that respects all participants and respects the acquisition and discovery of new knowledge. It also respects democratic values and gives respect for the quality of educational research (BERA, 2004). Whitehead and McNiff (2006) give advice about ethical frameworks and state that there are three basic categories, the first being access whereby if you are involved with other participants then their oral and written permissions need to be negotiated, and if participants are young or vulnerable,  then such permissions are needed from the parents or carers. The second category is about safeguarding rights whereby confidentiality is assured and that participants have the right to withdraw at any time and data destroyed. Thirdly, it is about maintaining good faith whereby ethics' statements should be drawn up and letters of permission written.  Hitchcock and Hughes (1995) agree that there needs to be a rapport, trust and confidence between the researcher and participants. These qualities can be related to the ethical guidelines of the British Educational Research Association to which I am adhering. For example, the participants are anonymised or identified in the text depending on their choice. The process of subjecting accounts to the scrutiny of a validation group is transparent and designed to enhance trust and confidence in the openness and responsiveness of the researcher to critical judgements.    

 

In approaching participants for consent, they were informed that I was conducting my research as an Inclusion Officer with the view of improving my practice. As I was using video data as evidence for much of my research, I was particularly aware of the sensitivity that this may be to some of the participants. Initially, I requested their verbal consent  to use the video camera and this was followed up with a Research Brief (Appendix B) describing the aims of my research and  setting out my research ethics which included informing the participants of their right to withdraw at any time. Attached to this was a consent form which participants in my research were asked to sign.

 

In this chapter, I have described the methodology and methods I have used as I inquire into my question, 'How do I improve my practice as an Inclusion Officer working in a Children's Service?'  


CHAPTER  4 - NARRATIVES OF LIVING MY  PRACTICE AS  AN  INCLUSION OFFICER

 

My interactions and my relationship with people are crucial in how I have developed personally and professionally. I believe that my relationships and interactions with others have had a big impact on my development as an Inclusion Officer and continue to do so. In this chapter, I am going to present narratives which show how my relationships and interactions with others have had an impact on my educational influence in my own learning, in the learning of others and the learning of social formations (Whitehead, 2005).  My narratives relate to a variety of experiences I have encountered as an Inclusion Officer and demonstrate values that have come to act as living standards of judgement (Whitehead, 2005). These narratives demonstrate the nature of inclusionality (Rayner, 2006a).

 

The first three narratives, which I describe briefly in this chapter, the full accounts of which can be found in Appendices C, D and E, demonstrate the inclusional way in which I like to work with others. Firstly, I describe the development of a course for new special educational needs coordinators (SENCOs), secondly, I describe a creativity workshop at a SENCO Forum which I led with a colleague and thirdly, I describe an emotional literacy workshop at an Emotional Literacy Conference which again I led with a colleague. In this chapter, I refer to each of these, describe them briefly and summarise my standards of judgement which derive from the values I hold. I then specifically focus on three narratives which exemplify inclusionality through my work on the Bath and North East Somerset Inclusion Quality Mark.

 

Throughout these narratives, I show video clips and describe what I am seeing as I look at the video clips, I quote extracts from my reflective journal and comments made at Conversation Cafe, including extracts from a validation meeting held on July 17, 2008. I also include extracts from evaluations of workshops and emails I have received, and an extract from a school's Inclusion Quality Mark assessment report.

 

Development of a Course for New Special Educational Needs Coordinators (SENCOs). A Summary

My first narrative (Appendix C) describes a course which I have run for new SENCOs for the last four years. I decided to run the course in response to SENCOs who felt frustrated as there was no training in place to develop their skills and knowledge. In the narrative, I reflect on my learning and describe the inclusional way in which I like to work with others and the 'mesh of relationships' between the SENCOs, members of the Inclusion Support Service and personnel from Bath Spa University. I believe that my inclusional way of working with others, not only contributed to the success of the course, but has been fundamental with regard to other initiatives I have implemented as an Inclusion Officer. Evaluations describe the learning of the SENCOs in participating on the course and how it equipped them to do their job better.

 

In reflecting on this narrative, I now summarise my standards of judgement that  derive from the values I hold which have been demonstrated in the development of this course: 

·      Being receptive to the needs of SENCOs and enabling them to develop skills and knowledge, through setting up a course for SENCOs;

·      Working collaboratively with other educators in Children's Service and Higher Education in developing a course for SENCOs;

·      Being able to reflect and value the response of others in working together on the course for SENCOs;

·      Recognising and valuing the solidarity in the mesh of relationships. 

 

 

 

Creativity  Workshop, SENCO Forum, Bath and North East Somerset, June 2006. A Summary

 

My second narrative (Appendix D) describes a creativity workshop which I led with a colleague. In running this workshop, we wanted to co-create with each other and participants in the workshop, a creative environment whereby participants could develop their own understandings of creativity. It was such a risk as it involved the participants being a part of the co-creation.

 

In the narrative, I refer to an account which I wrote at the time when I reflected on video clips of the workshop and describe how I felt as I watched the clips. I then describe my learning as I reflected later on my account and the video clips.

 

The narrative demonstrates the inclusional way in which I like to work with others and the excitement I felt at the time in running the workshop. Evaluations describe how much the participants enjoyed the workshop, how much they learnt from it and one in particular which stated that the learning from the workshop would feed into their whole school approach on creativity.      

 

In reflecting on this narrative,  I now summarise my standards of judgement that derive from the values I hold which have been demonstrated in the running of this workshop:

·      Being prepared to take risks and even the risk of failure and encouraging others to do the same;

·      Recognising the value of working with others and enjoying each other for who we are, interacting, reacting and co-creating together;

·      Developing ways of being able to learn from others, to learn together and to be open to all possibilities;

·      Working collaboratively with others and sharing the excitement and exhilaration of working creatively together.

 

Emotional Literacy Workshop, Emotional Literacy Conference, Bath and North East Somerset, October 2006. A Summary

 

My third narrative (Appendix E) describes an emotional literacy workshop which again I ran with my colleague. In the running of this workshop, we wanted to create an emotionally literate space whereby participants would develop their own understandings of emotional literacy.

 

Again, I describe what I am feeling as I reflect on video clips of the workshop. In this narrative, I refer to two stories in particular, described by two of the participants when they felt that there had been an emotionally literate space in their classrooms.  I describe the connection I feel with them and my inclusional response which I felt at the time and as I reflect on these video clips.

 

Participants thoroughly enjoyed the workshop and learnt from it as indicated in the evaluations. The workshop demonstrates the inclusional way in which I like to work with others.

 

In reflecting on this narrative, I now summarise my standards of judgement that  derive from the values I hold which have been demonstrated in the running of this workshop:

·      Being responsive to the honesty and integrity of other educators in relating their stories of inclusionality;

·      Working collaboratively with others in co-creating an emotionally literate space.

 

The next three narratives focus on my work with regard to the implementation and development of the authority's Inclusion Quality Mark. A validation meeting (Appendix F) was held on 17 July, 2008 with colleagues where I presented the following three narratives, The Pilot of the Bath and North East Somerset Inclusion Quality Mark, The Role of Mentors and Assessors and The Recognition Ceremony. Using Habermas' criteria for social validity as a structure and as described in Chapter Three on Methodology and Methods, I include relevant quotes from that meeting throughout my narratives.

     

The Pilot of the Bath and North East Somerset Inclusion Quality Mark.             

 

In this narrative, I wish to emphasise how the schools, the mentors and assessors in the pilot, contributed towards the co-creation of the Bath and North East Somerset Inclusion Quality Mark.

 

Eight schools participated in the pilot. The pilot lasted for a year. It was during this time that I wanted to try out various processes and for the schools in the pilot to be a part of the evaluation of these processes. I wrote at the time:

 

I feel it important that schools through being co-reflective are a

part of the co-creative development of the Bath and North East

Somerset inclusion Quality Mark.

(Reflective Journal, 8 September, 2004)

 

Again, I wanted to work inclusionally with schools and develop our understandings together. At the first workshop, we evaluated the significance and value of the questionnaire which schools had sent out to a small cross-section of the school community. We also evaluated the significance of the audit, action plan and the day visit of the mentors. Schools and mentors worked together in small groups and discussed each aspect.

 

In short, schools were very supportive of the processes in place. Their feedback was important to me and I was prepared to make any of the necessary amendments that would be beneficial. Much discussion took place at this workshop about how much evidence should be included in the portfolio. A significant cause of concern for the schools was about the sort of evidence that was required in their portfolios. Whilst there was guidance in The Inclusion Quality Mark (Coles and Hancock, 2002), it was felt that further clarity was needed. It was agreed that at the following workshop, schools would discuss the evidence they had in their schools and decide what could be used in their portfolios. After the workshop, I wrote the following:

  

I am very pleased with the outcome of the workshop and things

moved further on than I had expected. The schools are actually contributing to what evidence is required and seem excited as to

their involvement.

(Reflective Journal, 17 March, 2005)

 

 This was a significant step forward for me as schools were actively involved in developing the Bath and North East Somerset Inclusion Quality Mark.

 

At the second workshop, schools and mentors were divided into five groups and each group worked on two elements. Schools considered their evidence and recorded this in the elements on which they were working. Schools were encouraged to include any local initiatives in which they had participated. By the end of the session, each group had completed the task. The final document was typed up having been circulated to all after the workshop for additions and amendments to be made.

 

This was a really exciting time for me as a space had been created for schools to work together to produce something of value to them which they could use in working towards the award. This document is now given to and used by all schools when working towards the award.

 

In reflecting on this narrative, I now summarise my standard of judgement that derives from the values I hold which have been demonstrated through this narrative:

 

·     Developing ways that educators in a Children's Service and schools

can work together inclusionally in a co-reflective, co- creative way,

contributing to the development of the Bath and North East Somerset Inclusion Quality Mark.

The Role of Mentors and Assessors in the Bath and North East Somerset Inclusion Quality Mark

I would now like to clarify the role of mentors and assessors and highlight their significance. As I do this, I shall give some examples of comments made about my practice and about the roles of mentors and assessors which reflect the values I hold in working inclusionally with others.

 

The role of mentors and assessors in the Bath and North East Somerset Inclusion Quality Mark is significant and is a reflection of the inclusional way in which I like to work. It was stated at the validation meeting:

 

You (are) showing over time, and I think it's so clear that you are,

that you are seeking to live your values as fully as you can, you

know, interacting all the time with others.

(Validation meeting, 17 July, 2008)

 

As I have said previously, I do not want the achievement of this award to be the result of ticking the right boxes. I want to see inclusive practice as being alive and living in schools. I want to see schools, as a community, working inclusionally. When I refer to the term, community, I am referring to all stakeholders: the head teacher, teachers, teaching assistants, school meals supervisory assistants (SMSAs), pupils, governors, parents and administrative staff. What are the qualities of relationships like in the school? Does everyone have a voice? Do all feel included? Does everyone feel valued?

 

I would now like to show a video clip of a discussion I am having with the audience when a colleague and I presented our paper (Jones and Huxtable, 2006) at the BERA Conference, 2006, at Warwick University. As I watch myself in this video clip, I see myself explaining what we look for when we go in to schools; the relationships between one and the other. As I watch the video clip, I can feel the passion with which I spoke at the time and I feel that passion now. I am connecting with the audience and imparting the value I feel in ascertaining the quality of relationships in a school.

 

Plate 3: Chris at the BERA Conference, 2006

CD 3. Chrisbera06.mov (move cursor to 2.04 mins and stop at 3.35 mins)

 

It is with this energy that I like to work with schools and colleagues in developing the Bath and North East Somerset Inclusion Quality Mark 

 

Mentors work with schools as critical friends supporting them to achieve the award. When a school chooses to work towards the award, two mentors are assigned to the school and initially spend a day meeting a cross-section of the school community to find out their understandings of inclusion, to determine the extent of inclusive practice and to determine the quality of relationships. When it comes to the final assessment, two assessors also visit the school for the day, meeting a cross-section of the school community. Recently, I received this email from a teacher following a day visit to the school as an assessor, after a colleague and I had observed a classroom lesson:

 

I'd just like to say thank you to you from me and class 7

to you and Liz yesterday. Being watched is never my favourite occupation, but there was something about the friendly way the

pair of you came in and turned it into something else….I stopped feeling that I was about to be under scrutiny - and it was something your positive energy created. Instead, I felt that you had come to appreciate the children I was teaching for the people they are, rather than they were SATs statistics or targets. It was as if we were welcoming you to our home and saying 'this is us and we're pleased to see you'.

               (E mail sent 13 Feb, 2008)

 

At the time, I wrote in my journal:

 

I am really pleased to receive this email because, as a mentor

and assessor, I want schools to feel supported. When I walk

into a classroom, I do not want to be impositional. I want to be a

part of the classroom experience; to learn with the class and from

the class.

(Reflective Journal, 15 Feb, 2008)

 

The lesson we had observed was excellent and the relationship between the teacher and pupils was warm, respectful of each other and caring. It was a pleasure and humbling to have been a part of this experience. The write-up of the day visit included a comment on the quality of relationships which we observed in that lesson of which we had been a part:   

 

Pupils felt that all the teachers were very approachable and this

was obvious in the Year Five, forty five minute music lesson observed. The relationship between the class and the teacher

was one of respect. The learning objective was clearly stated

and displayed, and talking to students revealed that they were clear about their task. All pupils remained focused, worked co-operatively and valued each other's contributions. They clearly enjoyed the session, which concluded by performances from each group.

(Extract from report sent to a school following a day visit, 14 February, 2008)

 

 

 

Mentors work with the school throughout the process, feeding back on the day visit and advising on ways forward, validating their audit and action plan, advising on their portfolios and their readiness for assessment. The role of mentors is a crucial aspect in the Bath and North East Somerset Inclusion Quality Mark. Schools have commented on the support they have received:

 

We're naturally thrilled with the news that we've been awarded

the IQM quality mark. Thanks go to you and your team for the

superb support and guidance we've received throughout. The

verification of quality practice and constructive suggestions for

further improvements have been very supportive and well received

by the whole school community. 

(E mail sent 4 March, 2008)

 

I would now like to show a video clip of Antony Wainer who was the lead teacher in his school on the Bath and North East Somerset Inclusion Quality Mark. I had been one of the school mentors.  I invited Antony to do a presentation on his school's experience to representatives of schools interested in working towards the award. In this particular video clip, Antony is telling representatives about the role of mentor.  I chose this video clip of Antony because it shows his inclusional way of being in the way that he communicates with his audience. I have seen Antony present many times and he has the ability to draw people in; he has a presence which is inviting and including of all.

 

Plate 4: Antony at the Bath and North East Somerset Inclusion Quality Mark Presentation

CD 4. IQMAntonymentor2008.mov

 

I feel that what Antony says, sums up the role of mentor in that mentors are there to be supportive, not to be judgemental. Mentors are there to be critical friends. Antony continued to comment on the action plan; that suggestions were made at first that the school did not feel may be relevant or appropriate but after consideration felt a good point had been made.

 

A cross-section of colleagues in the authority volunteer to become mentors and assessors. Staff of schools that have achieved the award are also encouraged to be a part of the team. Antony is now a mentor and assessor.  As a team, we support each other. This is really important me, as I stated in my journal:

 

I feel a tremendous support from the mentors and assessors. I could

not do this work without them. This is the way I like to work

with colleagues.  We work in pairs when we visit schools,

several meetings are held throughout the year so that we have

the opportunity to discuss our experiences and to share our concerns.

(Reflective Journal, 31 January, 2008)

 

Recently, I received an email from one of the team after I had sent her an email from a school appreciating her input: 

 

Thanks Chris

It is lovely to be appreciated! Many thanks for coordinating and

making it such a team affair. I look forward to more of these

positive experiences.

(E mail sent on 4 March, 2008)

 

One of my biggest concerns in implementing the Bath and North East Somerset Inclusion Quality Mark is addressing challenges presented to us when other educators in the Children's Service and schools disagree when a decision has been made to award a school with the Inclusion Quality Mark. Their experience with the school may not have been a positive one; their role within or with the school may have been such that inclusive practice and inclusionality may not have been demonstrated or made obvious. When confronted with these challenges, each time I ask myself, is the awarding of the Bath and North East Somerset Inclusion Quality Mark robust, fair, just and equitable? As I reflect on this and ask myself this question now, I can honestly say that I believe it is. I believe it is because of the systems and processes we have in place. Before assessors go into schools, I ask all members of the Inclusion Support Service and School Improvement and Achievement Service, if they would like to comment on inclusion within the school being assessed, and inform them that their responses will be considered in the decision-making as to whether the school should achieve the award.

 

 If a concern is expressed, assessors will challenge this when they visit the school. After assessors visit a school, a Moderation Panel is held whereby all issues are discussed at length. It is only then that the decision is made to award a school with the Bath and North East Somerset Inclusion Quality Mark. Thus, we have a system whereby other educators have the opportunity to express concerns, these concerns are then explored and any issues are ultimately discussed by a panel of assessors.  It is also through this process that we develop a shared and developing understanding of inclusion and inclusionality.

 

The Bath and North East Somerset Inclusion Quality Mark  is growing within the authority, especially, three years on, the initial schools that received the award are due to be reassessed. My big concern now, as expressed at a recent validation meeting, is our capacity, with regard to the numbers of mentors and assessors we have:

 

I really do need more mentors and assessors because it's

growing…We (mentors and assessors) meet, we've known each other; we've developed an understanding of inclusion, inclusionality. Taking more people on means involving them, starting with them and

their understandings and getting their developing understandings on board.

   (Validation meeting 17 July 2008)

 

 It now seems appropriate to approach other members of the Children's Service from education and health to be a part of the team so that we can further develop our understandings inclusionally as to which schools should receive the Bath and North East Somerset Inclusion Quality Mark.

 

In reflecting on this narrative, I now summarise my standards of judgement that derive from the values I hold which have been demonstrated through this narrative:

 

·      Developing shared understandings of inclusion and  inclusionality between the mentors and assessors;

·      Developing shared understandings and criteria as to which

schools should achieve the Bath and North East Somerset Inclusion Quality Mark;

·      Developing systems to ensure that the awarding of the Bath and North East Somerset Inclusion Quality Mark is robust, fair, just and equitable;

·      Developing systems to ensure that the voice of all is heard

within the schools working towards the IQM award, for example, teachers, teaching assistants, school meal supervisory assistants (SMSAs), administrative staff, pupils, parents and governors.   

 

The Bath and North East Somerset Inclusion Quality Mark Recognition Ceremony

As I describe my reflections on and my development as an Inclusion Officer, so I move through the process of the Bath and North East Somerset Inclusion Quality Mark. In this narrative I would like to clarify the significance of the Bath and North East Somerset Inclusion Quality Mark Recognition Ceremony. 

 

At the end of the pilot of the Bath and North East Somerset Inclusion Quality Mark, we decided to hold a Recognition Ceremony to celebrate the contribution that the schools made in helping to co-create the Bath and North East Somerset Inclusion Quality Mark. The pilot took a year to complete, in which time, six of the eight schools achieved the award. We decided to call it a 'Recognition Ceremony' rather than an 'Awards Ceremony' because, we not only wanted to recognise those schools which had received the award , but also those schools which had not achieved the award at the time but had made a significant contribution to the pilot.

 

In fact, before the next ceremony, in discussions on the title, we decided that we preferred the title, 'Recognition Ceremony' rather than 'Awards Ceremony' as it conveyed more of what the Ceremony was about. I stated my feelings in my journal:

 

Whilst it is significant to receive an award, I feel it is more

significant that the ceremony is about the recognition of the contribution that schools are making within their communities and within the authority about the developing understandings of inclusion.         

(Reflective Journal, May 25, 2007)

 

At the validation meeting, it was stated:

 

You're explaining why you've chosen recognition which feels to

me to be a new standard of judgement that you can bring through

your dissertation into the Academy.

   (Validation meeting, 17 July, 2008)

 

So far, we have held three Recognition Ceremonies and what wonderful occasions they are. They are held in the Banqueting Room at the Guildhall in Bath. The Chair of the Council and the Council Cabinet Member for the Children's Service attend and give out certificates and plaques to the schools. The Director of the Children's Service, Divisional Director of the Learning and Inclusion Service and Inclusion Support Service Manager attend and speak at the ceremony. Mentors, assessors and other members of the Children's Service also attend besides members of the schools' communities. Each school does a presentation on an aspect of inclusion to a full Banqueting Room of about one hundred and fifty to over two hundred adults, children and young people. A programme of the Recognition Ceremony 2007 can be viewed in Appendices G (i) and G (ii).

 

At this point I have to commend Sandra Harris, Administrative Officer, whose tremendous energy and hard work, contribute to the success of the ceremony. I wrote in my journal how well all of us as a team work together:

 

The day of the ceremony and the build up to it are such good

examples of how inclusionally we, as a team; mentors, assessors

and others in the authority work together. The actual Ceremony lasts

for two hours, 4.00 – 6.00. Many of us are there from 12.00 to 8.00,

setting up, preparing and afterwards, clearing up. But it is worth

every minute.

(Reflective Journal, July 12, 2008)

 

I would now like to show two video clips of presentations made by two schools at the Recognition Ceremony, July, 2008. In the first video clip, a group of children are singing a song called, 'We Can Live as One'. They sing about trusting one another, learning to think and listen, and loving one another. What I like about this video clip is the energy with which the children impart their message and how this is transmitted through to the audience. The second video clip shows a group of children singing, 'You've Got A Friend'. They have enacted a drama of a scheme at their school called Mate Makers, whereby children are trained to sort out problems in the playground and to encourage children to play together. They are now singing their song. In this video clip, one pupil is out of tune, but it does not matter. Everyone is singing heartily and enjoying themselves. I feel that this school is sending out a strong message and stating very clearly that they are including of all.     

 

Plate 5: School at Recognition Ceremony, 2008

CD 5. PschoolIQM08.mov

Plate 6: School at Recognition Ceremony, 2008

CD 6. Smtschool08.mov

 

In these two video clips, I see the values I uphold in my practice being demonstrated and expressed as living values in these schools. I believe that this is then being transmitted to the audience and felt by the audience. My inference may be mistaken, but this is what I feel as they clap spontaneously after each performance.

       

At the ceremony, I do a presentation. I take a long time in preparing it as I feel it important to convey the message of what inclusion is and to impart our shared understandings; to bring together what we mean by inclusion and how our understandings have developed. To convey these meanings in   a forum such as this is powerful and significant in driving forward an authority's perception of inclusion. I believe that my presentation is inclusional and is including of all. I state in my journal:

 

It is important to me that I refer to all schools and that I refer to

a cross- section of the schools' communities in the examples I give.

It is important to me to emphasise the value that I hold for the

mentors and assessors in their integrity in working with the Bath

and North East Somerset Inclusion Quality Mark, and the support

they give to me, without whom I could not do what I do.

(Reflective Journal, July 12, 2008)

 

I am slightly nervous before I present, but also excited to have the opportunity to speak to every individual in the Banqueting Room. When I speak, my eyes will scan the whole room. By the time I finish my speech, I will have scanned the room and connected with all; everyone will have been included and will have been a part of what I have said. I will be functioning on two levels; thinking of what I am saying, saying it clearly so that everyone can hear me and understand what I am saying, and on another level, I shall be looking and checking out that I have made visual contact with individuals in all areas of the room. I shall now show you my presentation at the Recognition Ceremony, 2007, and would like to thank Jack Whitehead who attended and videoed the whole ceremony. As you look at the video clip, do you have a grasp of my sense of inclusionality that I felt at the time and as I feel now as I look at the clip?

 


Plate 7: Chris at Recognition Ceremony, 2008

 

CD 7.Chrisrec040707.mov

When I view the video clip, I can see and feel the energy and passion with which I am speaking. I can feel the connection I am making with the people in the room. I see myself living my values of what matters to me and what drives me in my work as an Inclusion Officer with the responsibility of implementing and developing the Bath and North East Somerset Inclusion Quality Mark.

At this Recognition Ceremony, I feel I am being recognized for the work that I do. At the beginning of the clip, Nigel Harrisson, Inclusion Support Service manager, is introducing me and acknowledging what I do when he says:

Chris is the driving force behind the IQM and makes it happen.

 

I feel, also, that my commitment to the Inclusion Quality Mark is being recognized by Gail Quinton, Divisional Director of Learning and Inclusion, when she says:

It is Chris Jones baby. She set it up, made it happen, organized it and worked hard.

 

As I feel that I am being recognized for what I do, so I am recognizing the contribution that I am making to the developing understandings of inclusion in the authority, and I am aware of the educational influences in my own learning, in the learning of others and the learning of social formations. At the validation meeting, it was stated:

I can see how the evidence, for example, the meaning of recognition is emerging through the narratives, and towards the end…what you are saying…will help us to understand the living presence of the meaning of inclusionality.

 (Validation meeting, July 17, 2008)

 

As I continue to watch the video clip, I am reminded of the vibrancy within the schools I mentored and assessed. I am reminded of the quality of relationships within these schools. These schools are not here because they ticked the right boxes. These schools are here because inclusion is at the core of everything they do. The school community: pupils, teachers, teaching assistants, school meals supervisory assistants (SMSAs), parents, administrative staff and governors feel valued. They feel they have a voice in the school. Inclusionality is living within these schools. The local newspaper representative attends the event each year. A newspaper article and photograph about the Recognition Ceremony 2007 can be found in Appendix H.

At the validation meeting, it was stated:

You've got these three narratives…and for me, it's the difference in terms of the context, the expression of inclusionality. So, you've got the pilot of the IQM, but if you look at the role of mentors and assessors, that actually moves it into extending the influence of inclusionality through the work of others, and then, the evidence we are being given all the time is there,…the third one, the Ceremony. Where that seems to be important is that you're bringing together people to actually both recognise and celebrate their qualities of inclusion…so I think you have provided us with evidence.

(Validation meeting, July 17, 2008)

 

In reflecting on this narrative, I now summarise my standards of judgement that derive from the values I hold which have been demonstrated through this narrative:

·      Influencing social formations, for example, the Recognition Ceremony;

·      Recognising and valuing team work in preparing for the Recognition Ceremony;

·      Influencing and sharing understandings of inclusion and inclusionality within the authority with other educators in Children's Service and schools;

·      Being able to recognize and acknowledge my influence in driving forward inclusion and inclusionality within the authority;

·      Recognising and acknowledging the fact that I am being recognized for the work I do by the Inclusion Support  Manager and Divisional Director of Learning and Inclusion;

·      Choosing the name, 'Recognition Ceremony' rather than 'Awards Ceremony' and the significance of this as a reflection of my values.

In this chapter, I have I have described narratives which, I believe, demonstrate inclusionality. The first three narratives (Appendices  C, D and E)  briefly described in this chapter, describe the inclusional way I like to work with others, firstly, setting up and developing a course for new SENCOs, secondly, running a creativity workshop with a colleague,  and thirdly,  running an emotionally literate workshop with a colleague. In the next three narratives, I focused on my work in the implementation and development of the Bath and North East Somerset Inclusion Quality Mark. With reference to each narrative, I have described my standards of judgement which have derived from my values which inform my practice.


CHAPTER 5 - MY EDUCATIONAL NARRATIVE OF MY LEARNING

This is my final narrative and it is an educational narrative of my learning as I reflect on my inquiry and how I have inquired. Firstly, I shall reflect on the narratives I describe as an Inclusion Officer in my previous chapter and in Appendices C, D and E, and describe how my values have come to form standards of judgement on which I judge my claim to educational knowledge. I then reflect on my dissertation as a whole and the learning that has taken place as it has developed. Finally, I highlight specific areas that have had a huge impact on my learning as I have conducted my inquiry, firstly, the adoption of a living educational theory methodology, secondly, the use of video in my inquiry and thirdly the significance of Conversation Cafe.

Reflection on My Narratives as an Inclusion Officer

Firstly, I reflect on my narratives as an Inclusion Officer as described in my previous chapter and Appendices C, D and E. In reflecting on these narratives, I am able to see that I have an educational influence in my own learning, in the learning of others and the learning of social formations. My reflections have been a systematic form of action and reflection through which I clarify the meanings of my energy –flowing values in the course of their emergence in my practice. The new knowledge and understanding is in the relationally dynamic standards of judgement I use in my work as an Inclusion Officer, for example, in the awarding of the Bath and North East Somerset Inclusion Quality Mark.

I 'see' myself, in reflecting on these narratives, living my values in my practice as an Inclusion Officer. My values have been transformed into living standards of judgement, whereby I am able to judge the validity of my claim to educational knowledge. With reference to each narrative, I describe my standards of judgement as expressing a life-affirming energy with my inclusional values. I have collated these and they can be found in Appendix I.

Reflection on the Development of My Dissertation

I would now like to reflect on my dissertation as a whole and emphasise the learning that has taken place as it has developed.

When I began my dissertation, I wrote a series of stories and in developing my dissertation, I put my stories together, discarding of some and including of others. I have selected those stories that are of significance as to  who I am, the impact that the experiences had on me, my learning as a result of them and my reflection of them, and ones where I see myself living my values. For example when I first wrote the stories of my childhood memories in Chapter One, I had no intention, at the time, of including them in my dissertation. I wrote these stories because I did not know where to start, yet I wanted to write something of significance to me. I took my stories to Conversation Cafe and people commented how powerful they were in their content. I still had no intention of including them in my dissertation, but, at the time, they certainly provided a way through for me and helped me focus on my values and what mattered to me and why. It is only recently that I decided that they had to be included; that this dissertation could not be without them. These stories provide the essence of who I am and provide my earliest memories of my feelings of injustice, unfairness, the abuse of power, humiliation and discrimination. Trying to live values of justice, care and compassion have driven me from a young age and has hugely impacted on how I have developed personally and professionally as a teacher and an Inclusion Officer.  

In selecting my stories of my teaching career, I have chosen those whereby my learning has been greatest, where I have seen myself living my values and as a result, making a difference to the young people that I taught. At my first school, I saw how the values of fairness, justice and equality of opportunity were being denied to the pupils I taught, and worked towards addressing that, with success. The ethnic diversity I experienced at that school has had a huge impact on me personally, and ultimately in my role as an Inclusion Officer especially in the working with schools towards the award of the authority's Inclusion Quality Mark, whereby the promotion of diversity in these schools is now very much a focus. Seeing the move from integration to inclusion in my second school, being a part of the reorganisation and seeing the impact on the young people I taught has been hugely significant in my learning and is yet again, a reflection of the values I hold. Therefore, these stories had to be included.

The impact of seeing Alan Rayner's paper dance of inclusionality lays the foundation of my narratives as an Inclusion Officer. My narratives, as an Inclusion Officer, demonstrate the inclusional way in which I like to work with others and how my interactions and my relationship with people are crucial in how I have developed personally and professionally. The idea of inclusionality encapsulates for me my desire to work in a relationally dynamic way with others, living the values of care, love, justice and democracy.

As I reflect on my dissertation as a whole, each of its parts is significant in how I have become and developed in my role as an Inclusion Officer. The thread running through my dissertation are the values that I hold and drive me to do what I do and the inclusional way I like to work with others.

At each stage of my dissertation, my learning has been significant as I constantly reflect on what I am doing and question the significance of each chapter to my role as an Inclusion Officer. Throughout my inquiry, I presence myself to myself and I ask if I can see myself living my values and demonstrating my inclusional way of being. As my dissertation has developed, so I have developed in my role as an Inclusion Officer as I have constantly reflected on my practice.

Reflection on the Adoption of a Living Theory Methodology

Adopting a living educational theory methodology has been hugely significant in my learning as I have been able to inquire into my educational influences in my own learning, in the learning of others and the learning of social formations. It is through adopting this methodology that I have been able to reflect on my practice and see if I am living my values as I have described throughout my dissertation. My values have become living standards of judgement whereby I can make my claim to knowledge. No other methodology would have allowed me to undertake my inquiry in this way, and in Chapter Three, I draw on the differences between this and the more traditional research processes. However, at first, I did not find it easy to adopt the living theory methodology. I had been used to working within the more traditional approaches. However, what motivated me initially was the fact that I found this methodology motivating and energizing. It was a methodology which focused on values and seeing our values lived in our practice. I attended the BERA Conference at Warwick University in 2006 and was inspired by the work of those who were using a living educational theory methodology and wanted to learn more about it.

One of the experiences that transformed my responses from moving back into traditional forms of analytic framework was receiving and reflecting on responses from my colleagues. Sandra Harris, who supports me with administrative tasks and my line manager, Nigel Harrisson  described the way they perceived me in my role as an Inclusion Officer, and their accounts (Appendices J an K ) were discussed at Conversation Cafe (21 April 2008). Sandra refers to my 'enthusiasm', my 'steely determination', being 'super sensitive' in my awareness of the other and that I make her feel secure in that she can trust me. She feels that between us there is a 'mutual respect' and that I have shown that I trust her. Nigel refers to my values, how they align with his and how he senses my values in everything I do:

 

Chris is passionate about justice and equality…On the receiving end

I can feel the passion and I know Chris is 100% committed to doing

what is right and including everybody. These are the values she lives

every day and demonstrates every day to all around her. This is

not a performance, this is Chris.

 

Throughout, he refers to me being, 'genuine, warm and inclusive'. He refers to my trust and honesty. He concludes:

 

It is through that honesty that people come to trust Chris; to feel safe in her   hands.

 

These responses helped to stop me moving back into traditional analytic frameworks that eliminated my embodied expressions of the explanatory principles I used to explain my practice. Thus has been the journey of my inquiry.  I was also helped to develop a living theory methodology with the help of video.

Reflection on the Use of Video

The use of video in my inquiry has had a significant impact on my learning. When I was first introduced to the idea of using video in my inquiry, I was a little apprehensive, because, like many, I did not feel comfortable about seeing myself on video. However, I was open to the idea of being videoed, especially if it could enhance my learning. Frequently, at Conversation Cafe, our conversations were videoed and gradually I became used to seeing myself on the screen. Moreso, I began to realize the value of using video as a form of evidence on which I could judge my practice.

The use of video, still images and text, and the interweaving of these has enabled me to portray and perceive myself and my interactions with others in a way that text alone could not transmit nor explain. Adler-Collins (2008), in response to Pip Bruce Ferguson (2008) and Jack Whitehead (2008c) in Research Intelligence states:

Such scholars are seeing that textual representations solely on printed pages does not adequately allow us to communicate the lived, energy-flowing values we claim to hold in our practices. There is a growing realization, excitement and frustration as new technologies come on line that will allow us to explore the representation of our knowing and knowledge in new mediums.  

(Adler-Collins, 2008:17)

My learning has been considerably enhanced through the use of video and has enabled me to see myself and capture that moment in time exactly as it were without any bias that could have occurred had it been purely reliant on my reflection. The use of video, I believe, has enhanced the truth, sincerity and validity of my research and my claim to know. Laidlaw states:

In such complex work we need different ways of representing what we know and video has become a crucial avenue to the realization of our endeavours.     

      (Laidlaw, 2008:16)

However, it is not only about capturing that moment in time. What I have learnt is that significant learning has taken place as I reflect on what I am seeing as I watch the video clips and analyse my practice.  Laidlaw further states:

It isn't simply that I need to work with video and multimedia forms of representation to express more clearly what is being done, it is that watching the video changes the nature of knowledge itself and allows its development.

(Laidlaw, 2008:17)

The use of video has enabled me to presence myself to myself whereby I can make judgements about my inclusional way of being. As I look at the video clips, I am able to reflect on what I am seeing and I am learning as a result of my reflection.

Reflection on Conversation Cafe

Our weekly discussions at Conversation Cafe have been invaluable in the development of my inquiry and in my own learning. I would go as far as to say that I do not think my inquiry would have developed in quite the same way without the support of this group. My colleagues have acted as critical friends, many times meeting outside Conversation Cafe and sending emails to each other; constantly questioning my accounts and helping me to clarify issues as they have arisen throughout my inquiry. The group has also acted as a validation group to discuss the validity of my inquiry, using Habermas' criteria of social validity.

Taking my work to Conversation Cafe has been a huge shift for me in my learning. Previously, I had been used to working independently and sharing my work with my supervisor only. To present my work to be critically evaluated by colleagues made me feel very vulnerable at first. However, I began to realise that in sharing my work, it helped me reflect further on what I was doing and helped me through times when I was unsure as to how to progress. Colleagues would bring their own inquiries to Conversation Cafe and discussing and reflecting on their inquiries has frequently shifted my learning and understandings further. At times when I have felt demoralized, the group has encouraged me, written their reflections on my practice and enthused me with their perceptions.

Although my dissertation may be at a close, my learning will continue as I further inquire into my question, 'How can I improve my practice as an Inclusion Officer?' at our weekly gatherings at Conversation Cafe.

In this chapter, I have described my educational narrative of my learning. I have briefly reflected on my narratives as an Inclusion Officer, I have reflected on my learning throughout this dissertation, and focused specifically on the impact on my learning through adopting a living theory methodology, the use of video and the significance of Conversation Cafe. 


CHAPTER 6 - CONCLUSION

 

In this dissertation, I have described my journey as an Inclusion Officer. I have made known my personal knowledge and personal experience working in a Children's Service. I believe this to be unique, as throughout my research, I have not found any other account of the work of an Inclusion Officer working in a Children's Service.  In relating my journey and making it public, I believe that I have made a contribution to educational knowledge. I have explained my evolving understandings of inclusion and have inquired and explored about the nature of inclusionality.

 

I have clearly expressed my values describing the impact of earlier memories and also my early experiences of teaching and how these have impacted on my development as an Inclusion Officer.

 

In this dissertation, I am claiming to know my educational influence of my own learning, in the learning of others and the learning of social formations. In making my claim to know, I adopted a living educational theory methodology and presented data and evidence as I inquired into my question, 'How can I improve my practice as an Inclusion Officer working in a Children's Service?'

 

At this point, it may be pertinent to state that it is always possible to present alternative explanations of data by drawing on conceptual frameworks from a range of disciplines. For example, my data could have been analysed through a social lens. In the light of this, I would like to bring attention to Schon's points to say that data on successful supervisions of living theory dissertations and theses could be used in an analysis of the 'battle of snails' that Schon refers to:

 

If we intend to pursue the 'new forms of scholarship' that Ernest

Boyer presents in his Scholarship Reconsidered, we cannot avoid

questions of epistemology, since the new forms of scholarship he

describes, challenge the epistemology built into the modern

research university.

(Schon, 1995: 27)

 

Hence, introducing the new scholarship into institutions of higher

education means becoming involved in an epistemological battle.

It is a battle of snails, proceeding so slowly that you have to

look very carefully in order to see it going on. But it is happening

nonetheless.

(Schon, 1995: 32)

    

 

 

I have used video to presence myself to myself. I believe that the video evidence has helped me to 'see' my development as an Inclusion Officer and has helped me to inquire, examine and develop my ontological way of being as I strive to work inclusionally with others in my practice. In generating educational knowledge about inclusionality, I have shown and demonstrated living standards of judgement which both characterise inclusionality and I have used them to evaluate the validity of my claim to educational knowledge made from within an inclusional perspective.

 

It is without a doubt that my practice as an Inclusion Officer working in a Children's Service has improved. Firstly, I see myself, as an Inclusion Officer, working towards and living my values, and recognise the impact that this has on my practice in that they are the foundation of what I do. I believe that others see me living my values and come to trust my sincerity. Secondly, I recognise the inclusional way in which I like to work with others and the significance of my interactions and relationships with others. This has a huge impact on my practice and I believe that as a result of this way of working, the outcomes are beneficial to myself and others. Thirdly, I have learnt to take risks, or rather, I am now more confident in my ability to take risks, and this has opened up possibilities for growth and development for myself and others and will continue to do so. Fourthly, I have developed, and I am now more able to articulate, a better understanding of inclusion and the link between inclusion and inclusionality which has a huge impact in what we look for in the awarding of the Bath and North East Somerset Inclusion Quality Mark to schools. Next, I feel that I have made a contribution to the promotion of diversity within schools working towards and achieving the award and there is evidence of this when I visit these schools. Finally, I have become more confident, as the Bath and North East Somerset Inclusion Quality Mark within the authority grows, and feedback from schools describe their development throughout the process. Now, there are twenty schools within the authority which have achieved the award, three schools are about to be assessed and seven schools wish to be a part of the next cohort.

 

This concludes my dissertation, but my practice as an Inclusion Officer will continue to develop, grow and improve as I continue to reflect, question and evaluate what I do as I constantly seek to live my values in my practice.


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APPENDICES

  

                             

 

 


Appendix A - Summary of Work of Inclusion Officer, July, 2004

 

INCLUSION OFFICER:         Chris Jones

Date of commencement:      February 23rd 2004

 

Purpose of the role 

To support the LEA's Inclusion agenda, working creatively and collaboratively in partnership with schools, LEA support teams, LEA officers and agencies such as the Health Service and Social services to minimise barriers to learning and participation in educational settings and support diversity in order to promote a culture of Inclusion in all educational settings.

 

February 23rd – 16th July 2004

·      Visiting early years settings, schools and attending SENCO cluster meetings to gather information on effective inclusive practice, what needs developing and what is required from the LEA. Findings to be presented to SIG in June.

·      Working in partnership with the Health Service by attending team meetings (Physiotherapists, Occupational Therapists, School Nurses, CAMHS, Speech and Language Therapists) and investigating ways of working together.

·      Working in partnership with the head teachers of Summerfield and the RUH Special Schools to investigate ways of working with mainstream schools in the light of the development of the new special school.

·      Working in partnership with the LEA support services to discuss actions that can be put in place in response to what schools feel is required from the LEA.

·      Working in partnership with BSUC: Associate tutor on the module, 'Inclusivity and SEN'.

·      Investigating the Inclusion Quality Mark/Inclusion Standards for implementation in BANES.

·      Producing a 'Name and Acclaim' bulletin on Good Practice regarding Inclusion.

 

End of Summer Term 2004 – March 2005

 

·      To continue to develop partnerships already in place and work towards implementing actions already investigated and discussed.

·      To further promote cross service working within the LEA in order to support Inclusion.   

·      To project manage the LEA's Inclusion Plan to ensure that actions agreed in it are on track and to make regular progress reports to the Inclusion Manager.

·      To continue to lead on the implementation of a BANES Inclusion Standard/Quality Mark.

·      To advise and support early years settings and schools to achieve greater inclusive practice by working with staff to develop an Inclusion Policy which removes barriers to learning and participation and to provide training where necessary.


Appendix B - Research Brief and Consent Form

 

Research Brief

 

 

How Do I Improve My Practice as an Inclusion Officer working in a Children's Service?

 

This research is being undertaken by Christine Jones, Senior Inclusion Officer, working with the Children's Service in Bath and North East Somerset Local Authority  

 

Aims

 

This research will focus on the work I do as an Inclusion Officer working in the Local Authority, and how I can improve my practice. In this research I will explore, inquire and focus on generating educational knowledge about the nature of inclusionality (Rayner, 2006) which may be described as a relationally dynamic and responsive awareness of others which flows with a desire to live such values as care, compassion, love and justice more fully in one's own practice. I intend to focus on the work I do in the running of courses, workshops and the implementation and development of the Bath and North East Somerset Inclusion Quality Mark. It will involve working with other educators in the Children's Service and also schools. Data will be obtained through a variety of means including   video and written sources.

 

 

Research Ethics

 

·      Participants must give consent to participate in the research project.

·      Participants may withdraw at any time.

·      Participants may have the opportunity to ask questions about the research.

·      Research will be conducted in accordance with the British Educational Research Association Guidelines.

·      Names of individuals and schools shall be anonymous unless permission is given otherwise.

·      The research report and any associated writings are the property and copyright of the researcher. The report will be subject to external publication. 

·      Participants who are video recorded will be informed if any video clips are to be used and permission will be sought to use the clip. If a participant decides that s/he does not wish the video clip to be used then this decision will be respected by the researcher.   

·      This research may be published in a variety of forms.

 

Consent

 

I confirm that I have agreed to participate in the research project.

 

I have been briefed on what this involves and I agree that the findings be used as described above.

 

I do /do not wish my name/name of my school to be used in this research.

 

Please tick as appropriate:

 

I have agreed to be video recorded.

 

I have agreed that video clip/s of me be used in this research.

 

I have agreed that still image/s of me be used in this research.

 

I have agreed that my emails are used in this research.

 

I have agreed that my written accounts are used in this research.

 

I have agreed that video clips of my school are used in this research.

 

I have agreed that extracts from a report on my school be used in this research.

 

.

 

Signed……………………………..                            Date…………………….

 

Name in Print……………………………..

 

Name of School (if appropriate)……………………………………………………

 

 

Please return this form to:

Christine Jones

Senior Inclusion Officer

Inclusion Support Service

Children's Services

Bath and North East Somerset

Tel 01225 394492

E-mail: Christine_jones@bathnes.gov.uk


Appendix C - Full Narrative of 'Development of  a Course for New Special Educational Needs Coordinators (SENCOs)' including still image and video clip

 

Before becoming an Inclusion Officer, I was a SENCO at a Primary School in the authority. I had been a SENCO for six years and as a result knew many SENCOs. On becoming an Inclusion Officer and to keep contact with those already established, I attended the various SENCO cluster groups in the area. In fact, there was almost a need within me to do this. I still felt very much a SENCO and I felt the need to be with them and to continue that relationship with them that I had always enjoyed. This was very important to me. In the following video clip, I describe the connection I felt with SENCOs

 

Plate 8: Chris speaking to colleagues     

CD 8. Chrissenco.mov

 

As I view the video clip, I feel that I am expressing very clearly how highly I value working with SENCOs and how much I enjoy that buzz, connection and flow of interaction; that feeling of inclusionality when we work together.

 

On attending the SENCO cluster groups, new SENCOs would approach me explaining that they were new in post and were very unsure as  to many aspects of the job, for example, putting in requests for statutory assessments, when to put a pupil on school action and when to put a pupil on school action plus etc. I knew that there was SENCO accreditation training (one year duration) which was a local authority initiative set up in collaboration with Bath Spa University. I had attended this course myself and had gained SENCO accreditation, and followed on by becoming a mentor on the course. It was a course based on the development of the skills and knowledge of a SENCO as according to National Standards for Special Educational Needs Coordinators (TTA, 1998). A course had also been run for new SENCOs focusing on aspects of the Special Educational Needs Code of Practice (DfES, 2001b). This had followed on from the SENCO accreditation course but had now finished. I knew what it had been like to be a new SENCO. It had been daunting, with many sleepless nights, even though I had been in special needs education my entire career. What it was like for new SENCOs who had had very little experience of special needs and were full- time class teachers, I could not imagine. There were many courses being run for SENCOs by the learning support and behaviour support teams regarding learning and behaviour, but there was nothing about the day to day job of a SENCO. I decided to set up a course to meet the needs of new SENCOs to enable them to have training on the 'day to day' job.

 

Initially, I wondered whether to put on a two day intensive course at the beginning of the year or to spread it out over the year. I decided on the latter, as I felt that this would give the SENCOs support over a year whereby they could discuss issues as they arose with each other and with me. I decided to run five sessions in the first year of the course, 2004 – 2005, as the academic year had already started and the first session would not be until November. In subsequent years there would be six sessions beginning in September. There would be one session every half term, each session being two hours in duration. Each session would focus on an aspect of the work of a SENCO. Rather than me lead on all the sessions, I decided to ask team leaders in the Inclusion Support Service and my former head teacher to lead on the sessions. This I felt, would add another dimension to the course as it would give SENCOs the opportunity to meet with the team leaders in the Inclusion Support Service. The team leaders were more than willing to support the programme and have done so each subsequent year. Added to this, a senior lecturer at Bath Spa University with whom I had worked on previous courses offered the use of rooms at the university to run the course and also accredit SENCOs for work done on the course should SENCOs wish to work towards a further qualification. A handbook was developed to address this. I decided that the course would also benefit SENCOs who had been in post for a few years but needed a refresher. A flyer was sent out to SENCOs and fifteen SENCOs were enrolled.

 

 The fourth year of the course has been completed recently. The same formula has been used each year with slight changes to the programme as national and local initiatives have been introduced, and also through suggestions being made by SENCOs attending the course.

 

My concern had been the fact that new SENCOs were working in a job which required the furthering of their skills and knowledge and were frustrated that there was no training in place, at the time, to address this. I addressed my concern by putting on a course to meet the needs of new SENCOs. Since it has been set up, I have reviewed and evaluated the course and have made changes accordingly. The development of this course has led to a better understanding of myself and how I like to work. It demonstrates to me the inclusional way in which I like to work with others. It is working in this way that gives me great satisfaction:

  

The course continues to be successful, and SENCOs enjoy

and benefit from the course. The course exposes them to

team leaders of the Inclusion Support Service and also

personnel at Bath Spa (University). I am enjoying leading

on the course and enjoying my interactions with SENCOs,

team leaders and Mim (Senior Lecturer) at Bath Spa (University).

It works so well.

(Reflective Journal, 8 March, 2007)

 

 

My learning has been significant. In setting up this course, and in reflecting on this, I am aware that there are layers of relationships involved which, I believe, have been fundamental to the success of the course. It is not only my connection and inclusional ways of working with SENCOs but also my inclusional way of working with the team leaders of the Inclusion Support Service. The nature of this course is, because of their involvement. The team leaders have never refused to run a session even though their workload is heavy, and they have never asked for payment. In fact, I believe that their involvement has added further to the quality of our relationships and how we work together.  Another layer of relationships involved is that between the team leaders and the SENCOs. SENCOS have stated how valuable they have found this:

 

I feel much more confident about procedures and expectations of

the LEA. My role feels more clearly defined. I have also established

a network of professionals I can now approach for further advice. I

feel more confident now about disseminating information to staff

and parents/carers.         

(SENCO on Course, 2007-2008)

 

 

A further layer of relationships interconnecting with the others is that between the SENCOs themselves, and I am reminded that the reason I wanted to put the course on for over the year was that it would give SENCOs the support from other SENCOs and opportunities to discuss issues together. The comment below from a SENCO in responding to the question, 'Which aspects (of the course) were particularly useful?' draws together the value she saw through meeting with other SENCOs and also people from the external services:

 

Opportunity to receive targeted information and input, and discuss

our understandings in a small, supportive group. It's been good to

meet up with other SENCOs, and to meet with the faces behind

the names of the people with responsibility for facilitating provision.

(SENCO on Course, 2005-2006)

 

 

Further connections in relationships are between myself and personnel at Bath Spa University, and those at Bath Spa University with SENCOs and team leaders of the Inclusion Support Service. To recognise this mesh of relationships and the interplay between each has been fundamental in my learning as to the success of the course.

 

I believe that the course has helped the learning of new SENCOs and has equipped them to do their jobs better. One SENCO commented:

 

I have been confused especially with the issue of whether to go

for a statutory assessment or not since the 2005 change….This

confusion was one of the main reasons for attending this course

…..after having a personal discussion with Christine Jones, I

feel my concern has now been clarified.

(SENCO on Course, 2007-2008)

 

 

Another commented on the impact of the course in relation to their professional needs:

 

Impact has been large – going from very little to having a greater

understanding of SEN issues and a clearer picture of the SENCO

role within that. The key aspects have really focused the learning to

be beneficial to my role and more importantly the learners (children!)

(SENCO on Course, 2007-2008)

 

And:

 

I started the role of SENCO in September '07 without any prior

experience of the role. The course has enabled me to gain good

grounding in six key aspects of the role of SENCO. It has given me

the confidence to create a Provision Map to support a school of

about 500 pupils.          

(SENCO on Course, 2007-2008)

 

Finally:

 

Thank you for the refresher course which I found very useful

and informative. It certainly made me feel a lot more confident

in my new role. I am sure that the input I received helped us as a

school to receive such a positive report from Ofsted in terms of

SEN provision…thanks again for all the advice and for being so

warm, approachable and welcoming.                                                                                                                                 (SENCO on Course, 2004-2005)

 

    

                                                                                   

The success of the course each year motivates me to continue to run the course. Comments in the evaluations, as above, demonstrate to me that SENCOs are learning and benefiting from the course, and ultimately, this is benefiting the children. My learning has been significant in seeing the interplay and mesh of relationships that have highly contributed to the success of the course. It is this interplay and mesh of relationships, and moreso, the awareness of this, that has contributed to the success of other initiatives which I have implemented since being an Inclusion Officer in the authority, including the implementation and development of the Bath and North East Somerset Inclusion Quality Mark.

 

 


Appendix D - Full Narrative of 'Creativity  Workshop, SENCO Forum, Bath and North East Somerset, June 2006' including still images and video clips

 

In my account of 'Setting up a Course for New Special Educational Needs Coordinators (SENCOs)' (Appendix C), I gave a clear description of what I did, what my concerns had been, how I had addressed them and the impact on my learning and the  learning of others. However, as my critical friends at Conversation Cafe stated, the account, in the way it was written, was somewhat dull and needed to be enlivened. It was felt that it did not draw on and bring out the 'me' in my relationship with others; how I relate to people and my interactions with them. As a critical friend stated:

 

The account needs to be brought alive to reflect the energy

with which you work and to demonstrate your inclusional

way of being.

(Conversation Cafe, 8 May, 2008)

 

 

To demonstrate my inclusional way of working with others, I would like to focus on a creativity workshop which was developed and led by a colleague, Marie Huxtable, Senior Educational Psychologist, and me. A full account of the creativity workshop has already been described in a paper (Jones and Huxtable, 2006) which Marie and I presented at the BERA Conference at Warwick University, 2006

 

I would like to focus on video clips of Marie and me at this workshop. Jack Whitehead attended our second workshop and videoed the session in the afternoon. Following the workshop, he brought a clip to Conversation Cafe (15 June, 2006) and the group felt that they could see the energy with which I worked. They suggested that I may get to a better understanding of myself living my values of inclusionality if I watched the video and responded to what I was seeing. As a result I wrote an account of what I could see. Jack, in preparing a keynote (Whitehead, 2006), engaged with my account and selected appropriate video clips and images from the hour session. I present my account here with the selected video clips:

“I am smiling as I watch the video of our Creativity Workshop and I am feeling the joy and pleasure in seeing inclusionality being demonstrated naturally and spontaneously in, between and with my friend and colleague, Marie, and other educators who are participants in the workshop. I am looking at Marie as she is inviting the group to respond to her questioning with her arms open, her eyes scanning the room and including all.”

 

 

 

 

 

 

 

 

 

 

 

 

Plate 9: Marie and Chris, Creativity Workshop, 2006

CD 9. ChrisandMarie1.mov

 

“I feel the joy and pleasure in looking at Marie and myself, sitting adjacently and leaning forward and smiling as we engage with the participants in discussing creativity, being creative and creating that moment together and with others”

 “We move outside the room and as I listen to what I am saying, I feel the flow of energy that I felt at the time and as I always feel when I am working with colleagues, every interaction unique and co-creative. I am listening to the expressive, 'ooh', and the  intermittent laughter as the egg is passed around, all apprehensive should the egg fall,  all separate, yet  one as we share the activity in that moment in time. Silence follows laughter and laughter follows silence; those bursts of energy cutting through the atmosphere of apprehension. There are no barriers here between us; there is no vacuum dividing us; we are flowing as one and as the first task is complete, we clap spontaneously together.”

CD 10. ChrisandMarieegg.mov

 

“I am still smiling as I watch the video as we move back into the room. The conversation, the questions and answers, the smiles and the laughter; Marie and I sitting adjacently, moving forward in response to comments, hands moving, arms outstretched, openly invitational.” 

Plate 10: Chris and Marie, Creativity Workshop, 2006

CD 11. ChrisandMariewk3.mov

 “Can anyone see what I see? Does anyone feel as I feel? As I watch the flow of interaction between one and the other, I am reminded of Rayner's Paper Dance of Inclusionality (CD 2.rayner.mov) and O' Donohue's 'web of betweenness' (2003). I am looking at inclusionality in action of which I am a part and I am seeing the flow of life- affirming energy between Marie, the group and me, and as I watch, I am feeling the joy of what for me gives life meaning – the  flow of interaction between one and the other and the pleasure of that co-dynamic relationship. I am reminded of these feelings of joy when I was a teacher interacting with the class: I am learning from them; they are learning from me; we are all learning together in a co-creational relationship which could not happen without one or the other within that moment in time.

I value who I am and what I try to be; I value others for who they are and what they try to be; I value what we are between us and what we try to be. It is through my relationship with others and the generative flow and pleasure of our interaction that I grow and live a life that has meaning for me.”

Plate 11: Chris and Marie, Creativity Workshop, 2006

 

I have not read this account or looked at these video clips for sometime but as I do, I feel the integrity and genuineness of what I have written and in my interactions in the video clips. It really does connect with the person I feel I am and what I want to be. It is in looking at these video clips that I am affirmed and energized in what matters to me and what I value. It is the pleasure of being with others and enjoying each other for who and what we are, interacting, reacting, having fun and learning with and from each other; learning together  and to be open to all possibilities.

 

 This workshop was a big step for Marie and me. We did not want to tell people what creativity was. We wanted people's understandings to develop through creating a space for creativity to evolve in the very being of how we planned the workshop. It was a risk but it was a risk that worked. Marie and I had such fun in planning it. I have learnt the importance of taking risks in my job; of treading that untrodden path (Spiro, 2008) and trusting in colleagues to share that journey with me. I have learnt about the emotions of taking risks; the anxiety, the excitement, the feeling of exhilaration. But it is not only the feeling of these emotions; it is the sharing of these emotions together. In one of the activities, the group had to pass an egg to each other and was told that it was uncooked. Afterwards, people said that they had been, 'petrified', 'nervous',  'anxious', 'worried', should the egg have dropped but concluded with such comments as, 'Engaging. Left me with some good questions! Loved it', and, 'Creativity is a fantastic word I could explore forever'. I am reminded of the workshop, and seeing the fun and pleasure we are all sharing, I believe that I do have an educational influence in my own learning and the learning of others and social formations. One head teacher, in her evaluation of the whole conference stated:

 

Workshop on creativity will feed into whole school approach.

 

 

The workshop was a great success:

    

I felt that we (Marie and me) were taking a big risk here. It could

so easily have turned out differently… but it didn't; it worked. It

encourages me to continue to take risks with what I feel to be the

way forward at the time.

(Reflective Journal, 12 June, 2006)  

 

The visual clips also demonstrate something more than merely the written word. The visual clips allow us to see inclusionality in action in the movement of the people as we work together co-creating creativity in that moment in time.

 

I took this account to Conversation Cafe and my colleagues validated that I was getting far closer to describing what it was that motivated me in my work.  My line manager stated:

 

When you describe the pleasure and joy in being co-creational

with others, I can see this in what you do in your everyday practice,

and how this way of being has had an impact on the development

of the Bath and North East Somerset Inclusion Quality Mark.

(Conversation Cafe, 15 May, 2008)

 

 

I shall now move on to another workshop (Appendix E) which I shared with Marie. Jack Whitehead videoed the two workshops which we ran. In the video clips presented I believe that we can see inclusionality in action as Marie and I work towards creating an emotionally literate space with participants in one of workshops. 

 


Appendix E - Full Narrative of 'Emotional Literacy Workshop, Emotional Literacy Conference, Bath and North East Somerset, October 2006' including still images and video clips

 

Marie and I ran the workshop entitled, 'Emotional Literacy: How Do We Know We Are Making A Difference?'  Again, our concern was that we did not want to be the 'givers of wisdom'. We did not want participants leaving the workshop with a wad of information having been told what emotional literacy was. We wanted to create an emotionally literate space in the workshop whereby participants, through discussion and activities, would arrive at their own understandings of emotional literacy through reflecting on their practice, and thus develop further understandings of promoting emotionally literate classrooms and schools. I expressed my concern at the time should an emotionally literate space not be created:

 

Our creativity workshop had been a great success and I know

I want to be authentic once again in how this workshop is run. If it is

to be a success, we really have to focus on creating an emotionally

literate space. If we don't manage to do this, then the workshop will

not be a success.

(Reflective Journal, September 13, 2006)

 

I now watch a video clip from the first workshop. I hear the laughter as participants read the jokes on the screen and this is followed by lots more noise and laughter as everyone shares their jokes. I feel that people are warming up, relaxing and enjoying themselves. I see myself enjoying the atmosphere and feeling comfortable as we are all getting to know one another.

Plate 12: Winnie the Pooh

CD 12. ELworkshopwarmingup.mov

 

I feel that there are some very special moments in this workshop. At one point, a bird is heard in the room, and as Marie and I look up, one of the participants says, 'It's enjoying our conversation.'

 

I listen to some of the stories of times when the participants felt that there was an emotionally literate space in their classrooms. These for me are stories of inclusionality. One participant relates the story of a boy, when discussing anger said that when he feels angry, he goes upstairs and hits his head against the wall. In the following video clip, she explains how the children in the class showed such empathy in giving him advice as to what he should do in such circumstances. This video clip demonstrates how moved she is by the openness and honesty of her pupils and I feel that it captures that presencing moment a teacher has when she engages with her pupils.                  

 

Plate 13: Participant at Emotional Literacy Workshop, 2006           

CD 13. C.mov

 

A particularly moving account is one when the participant, in relating her story, is enacting and responding to the pupils as she remembers what took place and reflects on the reciprocal love between herself and her pupils.

 

 

 

 

 

 

 

Plate 14: Jet at Emotional Literacy Conference, 2006           

CD 14. Jet.mov

 

As Marie and I question whether participants feel in an emotionally literate space, one of the participants says, 'I think we've bonded', and this is followed by a burst of laughter …

 

As I watch the DVD with participants telling these stories, I am connecting with the care and love they are expressing and the moments of inclusionality they are describing in their classrooms. My response, as I watch, is an inclusional response to what I am seeing and feeling and remembering what I felt at the time when I heard these stories. An emotionally literate space had been created in the workshop and I am reminded of the co-creation of that emotionally literate space at the time; Marie and I, being receptive and responsive to the participants, connecting with them and with each other; the intensive dialogues Marie and I shared, supporting each other inclusionally, reassuring and reaffirming our intentions to co-create an emotionally literate space. I am aware of a 'multi – dimensional inclusionality'  as participants relate their stories of inclusionality, the responses of Marie and me in our expressive bodily movements in engaging with participants and with each other, and the inclusionality and connection I am feeling as I  reflect on the workshop as I watch the DVD. I am smiling and feeling the emotional involvement as I observe an emotionally literate space evolving in the workshop.

 

At the end of the workshop, in this video clip, I see myself speaking passionately and engaging with the participants explaining, as I point to the examples they have described, that they know when they have created an emotionally literate classroom; that what they have described are their living standards of judgement of emotional literacy.

 

Plate 15: Chris at Emotional Literacy Conference

 

CD 15. ChrisendEL.mov

The educational influence in my own learning in running this workshop with Marie is significant as I believe is the learning of participants. We had set out to co-create an emotionally literate space whereby participants would arrive at their own understandings of emotional literacy and recognise their own emotionally literate standards of judgement. Again, it was a big risk as it could so easily have developed into an emotionally illiterate space, but this was not the case. I have learnt of the importance of taking risks and opening myself up to the possibility of failure; that it is only in doing this that you can open yourself up to possibilities you may never have imagined. I recorded my pleasure in running this workshop with Marie:

  

There has been such a pleasure in running this and the creativity

workshop with Marie. I enjoy the inclusional way in which we

work together and with participants in the workshops. The co-creation

of developing a workshop with others is the way I like to work.

(Reflective Journal, October 24, 2006)

  

 

Written evaluations on the workshop indicate that participants felt that they had had the opportunity to be reflective, to put forward their ideas of an emotionally literate classroom in a workshop that provided an emotionally literate space:

 

Clear and valid discussion. Group began quiet and not very

confident. Later on, everyone had become more confident

and willing to participate and give valued ideas to the discussion.

 

And:

A good discussion- chance to be reflective about our classroom

and what could be done in a different way.

 

And:

A lovely discussion! Started to feel more comfy, and feel the

group discussion was becoming more intimate. The initial activity: jokes, humour was a lovely, warm and gentle way in.

 

It is through my working with others and demonstrating the values of inclusionality, being confident in taking risks and even the risk of possible failure that I have implemented and developed the Bath and North East Somerset Inclusion Quality Mark.

 

 

 


Appendix F - Transcript of Validation Meeting, 17 July, 2008

 

Transcript of Validation Meeting                                                                               

17th July 2008

 

J.            We need to look at Habermas' four criteria. The first is about comprehensibility. Another is, am I making assertions of what is true, have I got sufficient evidence? The third one is about normative judgements so you're actually writing in the particular culture, normative rules, and are you showing some understanding like, for example, this largely white environment, are you showing an awareness of… normative background? And then the fourth one is authenticity. Are you showing over time, and I think it's so clear that you are, that you are seeking to live your values as fully as you can, you know, interacting all the time with others.  So those are the four criteria that will help to strengthen the validity of the writing, so if we were to look at that, just in terms of comprehensibility… I'd like to say something normative judgements because I think there's a lot to be worked on in terms of how you are communicating this recognition of yourself and I would like to suggest in our culture there has been a real issue of bringing oneself and especially, there's a gender bias in terms of women, in particular, feeling that this is quite difficult to do, therefore, so much within our own culture has been to hide the identity of women. So those are the issues we could look at.

K.           So what are the four things then?

J.            Comprehensibility – that's really to do with the kind of logic that you're feeling – is it making sense to you, that very basic level about the form in which this account is presented to you?  Do you feel you are actually comprehending the meanings that Chris is seeking to communicate? So that's the very first one, and then there are other claims in here to know something about what's going on.  Is there sufficient evidence for you to feel justified in believing the claims that are being made?  Then the third one, this is coming from a particular culture with normative standards that are very rarely made explicit.  Is Chris showing an understanding of some of the norms within the culture that actually structure the way we make sense of the world?

K.           What's the fourth one again – authenticity?  So the first one is, does it make sense?  I found it's quite difficult to read, but I think that's because of the clips. It's quite difficult to read it without the clips to look at to have it flow, but I don't know what you do about that.

C.           So, what you're saying is, without the clips there to click on and see at the time, see it as you're reading it, it creates a difficulty, is that what you're saying, Kate?

K.           Well, it's just the flow.

M.           Would it help to have a transcript and a few more still shots?

K.           Yes.  Where you are putting in a clip, to actually put in a still clip, just like you have of Antony.

C.           That's what I'm hoping to do you see.  It will be there in the final.

K.           What we've got here is a précis of the whole thing, is it?

C.           No.  I have the abstract here which I've put at the beginning and I've put that there for you to see what I'm about and to see these 3 narratives in context, okay?  What I've done – I've three narratives, one is the pilot of the B&NES IQM and I've written about that and my reflection on that, the role of mentors and assessors, that's my second narrative and my third narrative is the Recognition Ceremony, so what I've done, I've got three narratives there and my reflections on what I have implemented, first, the pilot, then the mentors, then the Recognition Ceremony. 

K.           So where would these fit into the whole thing then?

C.           Well, this will be my data and evidence of my inclusional way of working – how I look to work with others – how the IQM has involved being partly as a result of my inclusional way I like to work with others, so it's a demonstration of my inclusionality.  Can you see that is what I have written?

M.           Is the next section drawing on that as data?

C.           Data and evidence.  Is there evidence there, do you think or not?

J.            Because I have some insight into the background, I can see how the evidence, for example, the meaning of recognition is emerging through the narratives, and towards the end, I'm beginning to feel, yes, what you are saying, right toward the end, this will help us to understand the living presence of the meaning of inclusionality. Now, what I think Kate has rightly pointed out is that the context is really crucial, therefore, at the moment the framing of this is, I don't think, allowing Kate into the process.

C.           There's a big build up to this Kate in what I have written, about the methodology, how I have used it, and so on, and explaining why I'm using narrative, what it is, so I've got that as a big build up to this.

J.            I am feeling that Kate and others will need to see that to enable them to make appropriate responses in terms of the validity of the writings. Because I've seen some of that, I can read it in a way that others can't, and then what is exciting me with that in mind, there is something what I'm really fascinated by, in terms of that right at the end in the last but one page where you say, 'When I view the clip, I can see and feel the energy and passion with which I am speaking.' This is really getting to what Kate is actually showing us about this notion of talent and it's this feeling, that that notion of recognition, you're explaining why you've chosen recognition which feels to me to be a new standard of judgement that you can bring through your dissertation into the Academy. So, it's around here, that at this Recognition Ceremony, 'I feel I am being recognised for the work that I do'. And it is this question of, are you seeing yourself as you look at the clips and the writing basically recognising yourself with that sense of presence, because this is what I think you are saying to me here, that this is what you are seeing.  'I see myself living my values and what matters to me,' and I think it's just that recognition that you have of yourself, and then the other people are affirming that in terms of what they're saying in the actual Ceremony itself. That's what's really exciting me for the first time…I felt you've moved us through this, but Kate would need the notion of it and the framing and how the meanings are emerging through the narrative and here you are now showing us this meaning of recognition.

C.           What I've actually done, following on from the narratives as well, I've written my reflections on all the narratives, whereby I state my standards of judgement, whereby my standards of judgement have come as a result of my values. Perhaps I could forward that onto you for you to see my summary, my reflection of all the narratives so I've done that but I haven't got it here now.

J.            I don't know if you're feeling this, but I know a lot of people do not understand how important a context is to enable somebody to understand, so if you forward on some writing but it hasn't  got the contextualisation you have just given, it's actually almost impossible to respond.

C.           I can understand that.

K.           So, for me, I need to understand where this fits in, in relation to the whole thing.  Have you got a précis of the rest of it?

C.           I have actually because I've done that for BERA – my draft BERA paper which is a summary of my dissertation.

K.           Have we helped?  Have we done any of the things we were supposed to have done?  So we had comprehensibility as the first thing, and the second thing was?

J.            Whether a claim is being made. Is there sufficient evidence to support the claim?  Can you find sufficient evidence within the text to literally justify your belief in the claim?

K.           So we need to be clear about what the claim is.  So, what are you claiming then?

C.           I am claiming that I'm working in an inclusional way with others, and can you see evidence of this in what I am writing?

K.           Yes.

J.            That's great. One of the claims you have made - am I working inclusionally, and you've got these three narratives and another three to come, and for me it's the difference in terms of the context, the expression of inclusionality. So you've got the pilot of the IQM, but if you look at the role of mentors and assessors, that actually moves it into extending the influence of inclusionality through the work of others, and the evidence we are being given all the time is there. Now, when we look at the third one, the Ceremony, where that seems to be important is that you're bringing together people to actually both recognise and celebrate their qualities of inclusion.  So you've got a pilot that you're trying something out, you've then got to actually extend this, we need mentors and assessors working inclusionally to extend, in my language, the systemic influence of inclusionality within the B&NES system, and then what feels to me to be really exciting again of what you experienced last week and you did it the year before and the year before that, is that you're helping to bring people together for an inclusional celebration which is affirming, which is showing that people are together and actually feeling this energy, but also producing something as each group did, to offer it as a gift to others, so they are expressing their talents. You could link it in with what Kate has given us, a beautiful quote about talents and we've helped people to realise those talents and offered those gifts in the Recognition Ceremony.  So, I think you have provided us with evidence.

K.           Yes, that's right and it's about there not being any gap between what you say you are doing and what you're doing itself, and that seems to me to be the most important thing. To be truly living it, there has to be no difference in what you say you're doing and what you actually do.

C.           That it's true, you mean?  That it's living, that it's authentic.

K.           That you're not saying you're doing something and then behaving in a different way, but what you say you do and how you do it is actually what you do.

J.            Can I check this?  I agree with that notion of authenticity but can I just check, because in my experience, there is almost always a gap. If what you are saying, is there is no gap, in my experience, wherever I go and whatever I do, I often feel a tension because there is a gap between what I really believe is of value and what is actually happening. So, it's that tension that often moves me to act in the way I do, and that is evidence of me acting authentically, so let's work at that. At the moment, Kate is saying there is no gap.

K.           No.  What I am saying is, that we should be aiming for there to be no gap, and you are saying that the gap is productive. Is that what you're saying?

J.            What I am claiming, but I am agreeing with you, that our purpose is to bring together, when we are feeling there is a tension or contradiction, we act in a way that actually tries to remove that sense of a gap between what we truly believe and what we're doing. I am agreeing with you, but it's just that sense of authenticity, for me, emerges over time because people show that they are genuinely working to live their values as fully as they can in their practice, and often the motivation to move ahead is coming out of this tension.  I think you've experienced this every day within your work, so I think your talent for listening and understanding of the other is to help the other actually come to a sense of themselves which is actually purposeful and finding pleasure and meaning in who they are so they can actually live that productive life.  So, I just wanted to check that we were actually saying the same because I said something about the gap, and the movement is productive and also evidence of authenticity.

K.           I think I understand now.

J.            You've worked with schools, some you haven't awarded the IQM to and this has been a sense of frustration and tension both for yourself and the school.  Some of the schools have worked to improve their practice so that they can be awarded the IQM, but it has emerged out of the tension that, no, at the moment this organisation is not as inclusive as it could be.  This creates a tension because people want to live these values as fully as they can. You have supported schools over time working with mentors and assessors to enable that Quality Mark to be awarded. Then there was a Recognition Ceremony where things come together and people are celebrating that quality of inclusion, but that's my reading of what's happened.

C.           Here, I've added this bit to go with the mentors and assessors stressing a real concern for me when we are challenged regarding the awarding of the IQM. I had to put that in there, because this has been one of my really biggest concerns, and each time I have to question, are we robust in awarding the IQM? Are we equitable? – all those things because that's really important to me because I have to stand up and be counted.  I'm accountable to people saying – look, that school shouldn't get the IQM.  I have to stand up and say, look, we've got a process here whereby we've taken on any queries beforehand. I ask everybody in the Inclusion Support Service and School Improvement, for comments.  But what I say is that it doesn't mean to say that the school won't get the IQM, but that your comments will be considered, and they'll be asked about this particular issue you may have.  That will be raised with the school – any queries.  And then, after that, the Moderation Panel, whereby any issues are discussed –(a Panel member may state,) ' I don't know if that school should have it', and we all discuss the issues, and then the decision is made as to whether that school should receive the IQM or not.  Moreso, more and more and more I have felt that that system we've got, is so valuable, so important.

J.            Let me check.  What is so important?  The sense of the procedures to establish the robustness of the judgement?

C.           Yes.

J.            Let's check.  I heard Chris say, you value the robustness therefore you need to feel is this right, the equitability?  What are the other qualities, can you remember?

C.           That it is just, fair, robust and equitable; that the awarding of the IQM is robust, fair, just and equitable.

J.            Just, fair, robust and equitable.

K.           Are those different things?

C.           Not really.  (Lots of laughter and Chris refers to the Thesaurus)

J.            It did flow rather well. This is where it becomes crucial.  You know, what we were saying about normative judgement that could have just tripped off the lips as it did.  If we then say those are normative judgements, most people would just take it, they wouldn't question it, as Kate did, so okay, what is the difference between being just, being fair and being equitable?  It could be that there are important distinctions for you.  There could be.  The Thesaurus says these are identical, so I think that's where the sense of the normative judgements, we need to question, so the robustness seems to me to be really crucial. Then is this just, let's tease it out? Is fairness the same as justice; is justice and fairness the same as equitable because there is something about sameness? We say we are treating people equally, then often that is not just okay, so perhaps there is a bit of work to be done there, just clarifying the meaning so that it isn't the sameness where just and equitable are being used.  It is crucial about the robustness. That is really exciting - to show us these processes.

K.           That would be really interesting; to know more about this process. Is it to do with distance travelled, are you comparing where one school started and where they've ended up, or is that a comparison with another school as to where they've started and ended up or is it between this school and that school?

C.           At one time, we did think about giving some schools a bronze, silver and gold and we thought of a grading 1-5 as to inclusion and we decided we wouldn't do that.  That would really be so complex.

K.           It's not that.  It's just having a bit more about the criteria – the issues are discussed at length, what issues?  What are those issues and what's the debate around?  Consequently, how are they making those decisions based on what?  That would help with the robustness wouldn't it?

J.            It would.  One of the big claims here, it seems to me, 'It is also through this process that we develop a shared understanding of inclusion and inclusionality.'  There is a fundamental claim.  The evidence for this could be really exciting us.  What we are now doing together.  It is exciting us, developing an understanding of inclusion and inclusionality and it is shared and developing.

K.           When you go down here, to talking about involving other members of Children's Service, that's going to be a whole other thing, like the (Request for Support) form where you're starting to get other people and they're also going to be involved in that discussion about inclusion and inclusionality and what we mean by it and so on.  So there's a whole lot of other stuff in there that would be really helpful.

C.           It's huge. I know. If I can explain our developing understandings with the mentors and assessors. What has developed is an understanding of inclusion; that it's not only to do with pupils, like originally lots of mentors and assessors thought. What we now talk about, and very much so, is the inclusion of the adults as well.  That has really been a developing understanding with the mentors and assessors.

K.           Can you put that in as well?

C.           It would be good to put that in as well, do you think?

J.            Or - what I think we are doing now is speculating in terms of the future. You know, this is very exciting, as you say, you needn't think you have to give everything that you're intending and wanting in this thesis because within the actual research process, you speculate about where you're going to, to what should be coming next and I think Kate is now exercising the imagination to see where it might go next.

C.           As I say here about the development of involving more, because I really do need more mentors and assessors because it's growing; it's becoming so big; I feel, here we go, we've got to start again, taking more people on and getting  to the level of understanding of where we are. It's not being superior or anything like that, I'm not saying that at all, but it's a huge thing, we meet, we've known each other; we've developed an understanding of inclusion, inclusionality. Taking more people on means involving them, starting with them and their understandings and getting their developing understandings on board.

J.            It could also be that your dissertation is part of that process because you're making it public.

C.           Thank you.  This is lovely though, because what I go on to do as I reflect on my narratives, I bring in Habermas. I refer to Habermas at the beginning, the validity, but what I do, I've looked at Farren – what she's done, she has slightly amended Habermas, (criteria) four – to practitioners, but what I have done, I've taken a great liberty and put it to self – Am I being comprehensible (Please note, I decided not to do this in the end)… so that will be really nice now because what we've talked about here today… I'll be able to feed in your comments.

 

 


Appendix G (i) - Programme of  IQM Recognition Ceremony- front and back pages

 


Appendix G (ii) - Programme of IQM Recognition Ceremony – middle pages

 


Appendix H - Newspaper Article and Photograph of IQM Recognition Ceremony, 2007


Appendix I - Collation of my Standards of Judgement Derived from the Values I Hold as Demonstrated in My Narratives in My Role as an Inclusion Officer

Collation from my narratives of my standards of judgement that derive from the values I hold.

·     Being receptive to the needs of SENCOs and enabling them to develop skills and knowledge, through setting up a course for SENCOs;

·     Working collaboratively with other educators in Children's Service and Higher Education in developing a course for SENCOs;

·     Being able to reflect and value the response of others in working together on the course for SENCOs;

·     Recognising and valuing the solidarity in the mesh of relationships;

·     Being prepared to take risks and even the risk of failure and encouraging others to do the same;

·     Recognising the value of working with others and enjoying each other for who we are, interacting, reacting and co-creating together;

·     Developing ways of being able to learn from others, to learn together and to be open to all possibilities;

·     Working collaboratively with others and sharing the excitement and exhilaration of working creatively together;

·     Being responsive to the honesty and integrity of other educators in relating their stories of inclusionality;

·     Working collaboratively with others in co-creating an emotionally literate space;

·     Developing ways that educators in a Children's Service and schools can work together inclusionally in a co-reflective, co- creative way; contributing to the development of the Bath and North East Somerset Inclusion Quality Mark; 

·     Developing shared understandings of inclusion and inclusionality between the mentors and assessors;

·      Developing shared understandings and criteria as to which schools should achieve the Bath and North East Somerset Inclusion Quality Mark;

·     Developing systems to ensure that the awarding of the Bath and North East Somerset Inclusion Quality Mark is robust, fair, just and equitable;

·     Developing systems to ensure that the voice of all is heard, within the schools working towards the IQM award, for example, teachers, teaching assistants, school meal supervisory assistants (SMSAs), administrative staff, pupils, parents and governors;

·     Influencing social formations, for example, the Recognition Ceremony.

·     Recognising and valuing team work in preparing for the Recognition Ceremony;

·     Influencing and sharing understandings of inclusion and inclusionality within the authority with other educators in Children's Service and schools;

·     Being able to recognize and acknowledge my influence in driving forward inclusion and inclusionality within the authority;

·     Recognising and acknowledging the fact that I am being recognized for the work I do by the Inclusion Support Manager and Divisional Director of Learning and Inclusion;

·     Choosing the name, 'Recognition Ceremony' rather than 'Awards Ceremony' and the significance of this as a reflection of my values.

 


Appendix J - Account by Sandra Harris

Chris

 

I was brought up to always respect other people for who and what they are, to respect their values and opinions and never discuss religion or politics to anyone that I might want to get along with!  Also, to treat everyone in the manner that I would want to be treated in return and if I did this then I wouldn't go far wrong.

I feel that I have followed this advice and that over the years this has held me in good stead.  I am acutely aware and super sensitive sometimes to the needs of others and when I see that somebody near me is suffering, I take it to heart and strive to make them feel better, to say the right things in a rational way to ease their pain.  I'm not a hard person; I feel things very deeply and can get emotional.  If I'm given a compliment, I tend to only acknowledge it inwardly, and turn the focus away from me.

I have worked for; no worked with, Chris, for nearly four years now and little did I know that our working relationship would actually turn out to be one that I value very much.  Quite often, lately, Chris keeps reminding me of the very first time that I arrived in Riverside, presenting as a mild, meek, timid person who was quite literally lost!  The man (Nigel) that I was called in to work for was not available at that time and so I had no work to do, no desk etc, and as I stood there feeling awkward, I was rescued by a petite blond lady that quickly came to my aid and walked me into the office and sorted me out.  There was certainly a warmth about this lady and I was grateful that it was her that had crossed my path that day.

Gradually as time went by and I settled in, I realised that this lady was in fact part of a team of Managers that were line managed by the man (Nigel) that I was to work for.  In next to no time, this lady was introduced to me as Chris, Inclusion Officer, and that my role of providing admin support was to be shared between Chris and her line manager (Nigel).  I was more than happy with this arrangement.  Both had very different styles of working, but both were a pleasure to work for.  Through their enthusiasm for their work, which was very infectious, I became drawn into their world with, I guess, an equal passion to strive to make things work. 

When Chris talks of what she wants to achieve her whole face lights up and she expresses her feelings quite clearly and with a steely determination of what she wants to make happen, that I can't help but get drawn into this overwhelming desire that I will help her and I will get things done in the way that she wants them done.  Why is this?  I can't stand to fail and I believe Chris can't stand to fail either.  Okay; we all have to accept that sometimes the wheel does come off no matter how hard we try, but I think we come out even stronger, even more determined that we will get it right next time.  I know that Chris is super sensitive and she will pick up on negative feelings, bad moods etc, as soon as she looks at someone and then she becomes instantly concerned for them, but won't push to find the cause, just uses a few well chosen subtle words and she finds out what's wrong and will do her utmost to try and make it okay again.

We have shared lots of different emotions together, a roller coaster ride sometimes, but what huge satisfaction have we felt when the challenge is over, the job done, the event over and the ecstatic look on Chris' face that says it all, as she wraps up another successful event.  And for me, when Chris comes over and envelopes me in a warm, appreciative, thankful hug, I know that she values what I do for her, she has this unique knack that is all her own that makes me feel worthy that I can't wait to be given the opportunity to do it all again!

I've never known Chris to lose her temper, or be in a bad mood, which makes working with her really good!  I have known her to get frustrated over her computer when it doesn't behave and do what it's supposed to do!  I guess that's where I come in and just for a moment there, we change roles and I become the teacher as Chris watches as I show her what to do.  Again, a side to Chris that shows she has no hard edge to her and that she is willing to recognise somebody else's skill and knowledge and to give whole hearted praise where it's due.

When working on piecing the SENCO Forum and the IQM Ceremonies together, I know she values my opinion, setting me a task and trusting me quite openly to get the job done for her.  I know she worries sometimes, I can see it in her face and can see when she is getting stressed and that in turn makes me work even harder until I approach her with the desired results, tell her everything is going to be alright and she believes me.

I remember a particular day when we really hadn't had time to catch up on things and she was dashing out of the office to attend a meeting in a school and we passed each other and she started speaking very fast, saying we needed to do such and such and she hadn't got round to telling me about something else and there was just no time, etc, and I calmly touched her arm and told her not to worry, I will sort it.  I will get it done.  She visibly relaxed and said, yes, I know you will, it will all be okay.  She showed more than ever that day that she trusted me and that was very empowering.

After the first IQM Ceremony, Nigel drove Chris and I home and we were all chatting away, comparing our thoughts, happy and content with how the event had gone.  We pulled up outside Chris' house and she lent forward from the back seat and ruffled the backs of our heads and said something like thank you for a lovely evening.  I felt very much that I was not just among work colleagues, but I was fortunate to be included in a circle with two very special friends.

Chris can also be mischievous!  Together, we can flounce around the office like a couple of schoolgirls sometimes, on a mission, going into Nigel's office and ganging up on him for one reason or another, like getting him to agree to put up the money to hold the SENCO Forum at a Conference Centre that we had just visited and loved, and we had booked it on that basis, we just didn't tell Nigel that we had booked it.  We wanted him to feel that he had made the decision!  He knew what we were up to, he could tell by the looks on our faces!  Yes, we have shared some very good times.

Chris has also been known to secretly sneak (though not so secret anymore!) into Nigel's office and help herself to his boiled sweets and then leave drawings of stick people with the word, famine, written in a speech bubble and then left at the bottom of the nearly empty sweet bowl!  Another example of a happy, contented at work, sometimes cheeky person that is Chris.  Also showing that she is relaxed around her line manager, a sense that she knows him very well and that they have an understanding that each will appreciate this sense of humour.

Talking of which, Chris does have a very humorous side to her nature.  She can be quite a giggler and very infectious it can be.  I've had to walk away sometimes and go back later.

We have also shared some moments of upset and tears and because of that I feel it has cemented our working relationship even more.  We understand each other and that must surely be invaluable. To feel that I can trust Chris enough to open up to her highlights that I feel comfortable in her presence and that is down to Chris' undeniable ability to make me feel secure in that I can trust her.  A mutual respect of one another I think.

Other times, when I have been out and about with Chris, whether it is visiting a school, or at a venue somewhere where Chris is about to put on a presentation, it has been very apparent to me how very highly regarded Chris is by people that have arrived from schools and have approached Chris and greeted her very warmly and which has been reciprocated by her.  She is without a doubt very well regarded by all who come into contact with her.

I have no doubt that Chris is exceptionally knowledgeable in her role, which is now Senior Inclusion Officer, and she possesses that natural ability that draws people to her, they want to be in her company and they want to know more about this fascinating lady.  Chris is a pleasure to know and work with.

 

 

 

 

 

 


Appendix K - Account by Nigel Harrisson

 

The “Chris Jones factor”- going the extra mile.

 

As you would expect Chris carries out her responsibilities properly, intelligently and with care. As a manager this, in many ways, is all I can expect of an 'employee'. BUT… on top of doing the job well, Chris adds a very special factor, an intangible (yet very tangible to those who are in her presence), invisible (yet very visible to those who are on the receiving end), unassuming (yet very important to me and those who come into contact with her) factor… the “Chris Jones factor”.  

 

One could almost say that the “Chris Jones factor” is indescribable. It is just the way Chris is. It is just her personality. It is just her natural way. BUT… there is something special about Chris and her interactions with the world that makes one feel included, welcomed and invited to participate.

 

What is the “Chris Jones factor”? Well, I suppose that everyone who experiences it may describe it in a different way, a bit like beauty; it's in the eye of the beholder. For me, I know that Chris' values align with mine. Although we have discussed our values, we don't do it all the time but I know that they are the values that I value. They don't have to be explicit for me to know, I can sense it in everything she does. Chris is passionate about justice and equality. I can see it in her eyes. Her eyes sparkle with moisture when she becomes passionate about justice and injustice. The sheer intensity in her eyes when things matter to her is tangible. You can see and sense it from across the room. On the receiving end I can feel the passion and I know Chris is 100% committed to doing what is right and including everybody. These are the values she lives everyday and demonstrates everyday to all around her. This is not a performance, this is Chris.

 

I remember Chris presenting an introduction to the IQM. The preparation was superb, as one might expect of any professional but the “Chris Jones factor” was also very evident. Chris engaged her audience with that passion she has for the things she values. It exudes from her every pore. We know that what is being said is coming from a genuine commitment. We are not just getting 'the script' and the process and the money and all the 'stuff' that goes with the IQM. What we are getting is a piece of Chris. A commitment from someone who is passionate about what she is doing and we know that it is not just an award; a plaque that we can put on the wall to tick a box and move on. We know that Chris will be there for us; to guide us; to support us and to challenge us.

 

During the presentation someone arrived late. Instantly, Chris welcomed them into the room and made sure they were comfortable and included. She did this by giving eye contact, moving towards them, smiling saying welcome, “Would you like to sit here?” Checking they had access to the materials. It flowed effortlessly and naturally. I sensed the others in the room did not feel ignored but appreciative of Chris in helping someone become included quickly into the group, in what could have been an awkward moment. I sensed they had empathy with the latecomer and were grateful to know that things would be ok for them. Chris has a 'knack' of making people feel comfortable and included. Her smile, and laughter, is genuine, warm and inviting. She does not smile and welcome people because that is the professional thing to do. IT IS GENUINE and people know, instantly, pre-cognitively, that Chris is genuine and warm and that they will be made to feel safe and comfortable. Chris includes people with her warm and energetic ways. The energy can be seen in her whole body; head and body moving back and forth illustrating, mirroring, engaging and capturing the others attention. Her arms and hands are often encircling as though to include and invite others to her. The signals given off by her whole body match what she is saying and the audience is left without doubt that Chris is genuine, warm and inclusive.

 

Interestingly as I write this it has come to my mind “Does anyone have anything bad to say about Chris?” I can honestly, and interestingly, say I have never heard a bad word said about Chris. Not within the workplace or from others outside. In lots of ways this is remarkable as it would be difficult to say that about many people, and I know it is not true about me. Why might this be? I think it is because Chris is “Chris”. What you see is what you get!

 

Chris has great credibility with schools and in particular SENCOs. That is a great asset to me as a manager when the criticism could be that we (officers) don't know what it is like at the chalk face. Chris has a genuine love of children, teaching and getting things right for kids but she also knows that in reality there is only so much a teacher or SENCo can do. People know that. Chris is down to earth, grounded in the art of the possible. People who work with Chris know that, and trust Chris, because they sense empathy. How does Chris demonstrate empathy? Well, she obviously can say that she was a SENCo and a teacher in the past (but the distance between Chris being a teacher and a SENCo and doing what she is doing now is getting wider). It is not just her past experience but the way Chris demonstrates an embedded understanding of what life is like in the classroom and in schools. There is honesty about Chris that is obvious in what she says and what she does. Chris never tries to pretend (for reasons such as self promotion or self esteem or advancement) that she knows more than she does. Chris is more than happy to say it how it is, to say, “I'm not sure”,” I don't know”. There is congruence between what Chris says, her body language and what she does. If she doesn't know, she asks. I appreciate that as a manager and I know others appreciate it. It is through that honesty that people come to trust Chris; to feel safe in her hands and to feel included.

 

Nigel April 2008