Identifying and exploring the underpinnings of an inclusive ethos: the fundamental threads in the tapestry of inclusion within a mainstream primary school

Vince, Lydia (2021) Identifying and exploring the underpinnings of an inclusive ethos: the fundamental threads in the tapestry of inclusion within a mainstream primary school. Doctoral thesis, University of East Anglia.

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Abstract

There has been very little research attempting to identify the factors underpinning inclusion and explore how these factors link together and interconnect to create and maintain an inclusive ethos. Research so far has been limited in terms of exploring the links between what a school ‘says’ within their policies and what a school ‘does’ in terms of practice in reference to inclusion, and very little empirical evidence exists exploring these connections in order to draw conclusions about the underpinnings of an inclusive ethos.

This study reports on the development of a model identifying and exploring the processes and mechanisms underpinning an inclusive ethos. It provides a rich understanding and goes beyond current research to explore the interconnectedness of these processes and mechanisms across policy and practice. The model was devised through an instrumental, exploratory case study with an inductive, phased approach. Two preparatory phases were used to frame and inform the development of the third phase, an integrated exploration. The first preparatory phased aimed to inductively define inclusion within the context of the case study school and the second preparatory phase examined the school’s policy documents through a content analysis, in order to identify key themes of inclusion running through them. How these key themes are embedded into practice was then explored with staff members through a questionnaire. Using Thematic Analysis, the data gathered in all three phases of this research was explored.

Through this phased approach, a novel model of the processes and mechanisms underpinning inclusion was presented. The tapestry model explores the interweaving fundamental threads that run through every aspect of school life, through policy and practice. This research provided a detailed and explorative understanding of how the threads weave together, how policies link to practice and has gone some way to understanding what processes and mechanisms are needed to develop and maintain an inclusive ethos.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	23 Nov 2021 10:45
Last Modified:	23 Nov 2021 10:45
URI:	https://ueaeprints.uea.ac.uk/id/eprint/82291
DOI:

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