The definition for the concept of inclusion is difficult, with no full understanding available, however the Scottish Government states: an inclusive approach recognises diversity and holds the ambition that all children and young people are enabled to achieve to their fullest potential is the cornerstone to achieve equity and excellence in education for all of our children and young people (SG, 209: 3). Furthermore, the Index for Inclusion states: Inclusion in education involves the processes of increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools& Inclusion is concerned with improving schools for staff as well as students (Booth & Ainscow, 2002). Inclusion has become increasingly more crucial for the development of children and is embedded into teacher training. It is an educational perspective that acknowledges that all children should be included within the mainstream, and therefore not isolated nor excluded due to any additional support needs (ASN). Additionally, inclusion entails pupils participation in their own learning and describes an educational system that enhances participation and reduces exclusion in schools, so a child feels they belong, guaranteeing they can gain academic achievement (Booth, 2002).
The United Nations Convention of the Rights of the Child (UNCRC) protects childrens rights so they can achieve their full potential, without discrimination. This has shown in studies, as positive for behaviour management, improved health and wellbeing and a higher self esteem in pupils, which can impact on a childs feelings of inclusion and empowerment (Osler, 200). It links
with the aims of Getting it Right for Every Child (GIRFEC), to improve and support the well-being of children by offering help when required (GTCS, 206). This allows for pupils to be included no matter their circumstances and draws upon an inclusive practice approach by teachers to employ strategies for supporting diversity and reducing potential barriers so that pupils can achieve their full potential in learning (ECU, 204). For inclusive practice to be successful, resources must be available for use, alongside consideration of the pupils specific support needs. Furthermore, teachers must have adequate levels of training in the approach so that they can practice inclusively. Teachers must not underestimate the abilities and potential of a pupil, aiming for high, appropriate, and realistic expectations for each pupil. In addition, the Dweck Mindset Theory incorporates arguments of inclusive practice, linking achievement and attainment which reflect ideas for successful inclusive education that all students can learn and progress and achievement for all is changeable and not fixed (Hattie, 2009: 28). Differentiation is the adjustment of the teaching practice, often considered in terms of inclusive practice, involving individual lesson planning and methods of teaching, and learning resources, to facilitate each diverse pupil and meet their ability levels. The difference between inclusion and differentiation includes the equal opportunities to achieve all pupils full potential, by supporting those with special and additional needs (Hart, 996). However, this can theoretically impact on the more able learners through an absence of challenging learning and skill development.