This rights-based approach builds on an education culture where the system takes responsibility for and is responsive to implementing inclusive education.
Transforming specialist provision to support mainstream provision can help schools remove barriers to learning. This shift demands that:
- provision moves away from debating how learners fit into schools or services, towards designing appropriate approaches and services;
- parallel special or remedial systems are eliminated, as whole systems are enabled to meet all learners’ diverse needs.
Beyond delivering support to learners or families, changing the role of specialist provision towards inclusive education involves providing methodologies, guidance and support services to mainstream stakeholders.
Findings and outputs from the Changing Role of Specialist Provision in Supporting Inclusive Education project can be found in the project web area.