... inappropriate approaches to learning and teaching. Additionally, that schools which are not inclusive may actually give rise to additional support needs by excluding certain groups of pupils. The 'Count us in' report by the HM Inspectorate of Education (HMIE, 2002) identified the characteristics of inclusive schools, highlighting indicators of successful schools and advocates key approaches to inclusive schooling. These include the following features: an ethos of achievement for all pupils, to value a broad range of talents and abilities, to promote success and self-esteem by removing barriers to learning, to counter discrimination and finally to promote an understanding of diversity. These factors, in not enforced, were highlighted by Hamill and Clark (2005) to contribute to additional support needs. The Code of Practice further acknowledges that certain family circumstances such as homelessness, parental substance abuse, caring for parents or siblings and other factors may cause additional support needs but it may not ...

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