1. Inclusion and Restorative Practices in education; what does it mean for teachers of Travelling children? Dr Gillean McCluskey Gillean.McCluskey@ed.ac.uk

2. Plan Introduction Inclusion: can we be restorative without thinking about inclusion? Thinking about language Restorative principles and values What does research tell us about RP? Conclusions and opportunity for questions

3. 1/6 Inclusion - what do we mean? What do YOU understand by educational inclusion?

4. 2/6 Inclusion - what do we mean? What do you think other people understand by inclusion?

5. 3/6 Inclusion - what do we mean? Is it easier to include some people, rather than others? If so, who would you include? And who not? Why?

6. 4/6 Inclusion - what do we mean? Is it acceptable to include some young people and not others? If so, who do you include? Why? Who is not included? Why?

7. 5/6 Inclusion - what do we mean? What do you consider to be the relationship between inclusion and the following ideas: Exclusion; integration; participation; additional support needs; disability?

8. 6/6 Inclusion - what do we mean? To what extent do you think that the inclusion of young people in e.g. placement schools is influenced by the following factors: The learner her/himself; the classroom (including role of staff); whole school; families and local communities; national concerns?

9. Totalising language He is always late She just doesn’t try He is ADHD She has just given up He’s one of the waifs and strays She’s trouble He’s a liar She’s dyslexic

10. RP working with challenge: LANGUAGE

11. The way we name things affects how we react to them People are complex Schools are complex Exceptions can be found Exceptions can be doorways to changing a culture and achieving social justice

12. What do we mean by Restorative Practices? Restoring good relationships when there has been conflict or harm and developing school ethos, policies and procedures to reduce the possibility of such conflict and harm arising.

13. Restorative Questions What happened? What were you thinking at the time? What have you thought about since? Who has been affected by what you did? In what way? What do you think you need to do to make things right?

14. What does successful restorative practice look like? Strong focus on ethos and relationships in and out of classroom Broad view of RP underpinning practice Regular training for all staff and pupils Reduction in disciplinary incidents Reduction in onward referral Clear evidence of pupils developing conflict resolution skills

15. Restorative Practices in action Curriculum focus on relationships/ conflict resolution Restorative language & scripts Restorative conferences Restorative values, skills and practices Circles [checking in & problem- solving] Mediation Restorative Ethos building Restorative conversations

16. RP working with challenge: SELF REVIEW

17. RP working with challenge: VALUES AND PRINCIPLES

18. RP working with challenge: IN THE WORKPLACE

19. RP working with challenge IN THE CLASSROOM

20. Conclusions and Questions Surprises? Confirmations? Challenges?

21. Key legislation and policy 1 Children and Young People’s Bill (Scotland) Education (Additional Support for Learning)(Scotland) Act (2004, 2009) United National Convention on the Rights of the Child (1989) Equality Act (2010)

22. Key legislation and policy 2 Better Relationships, Better Behaviour, Better Learning (2013) Happy Safe and Achieving their Potential (2005) Getting it Right for Every Child http://www.educationscotland.gov.uk/supportinglearners/positi velearningenvironments/positivebehaviour/aboutposrelationshi ps/index.asphttp://www.educationscotland.gov.uk/supportinglearners/positi velearningenvironments/positivebehaviour/aboutposrelationshi ps/index.asp http://www.scotland.gov.uk/Topics/People/Young- People/gettingitright/background/wellbeinghttp://www.scotland.gov.uk/Topics/People/Young- People/gettingitright/background/wellbeing http://www.educationscotland.gov.uk/supportinglearners/positi velearningenvironments/positivebehaviour/approaches/restorat ive/Index.asphttp://www.educationscotland.gov.uk/supportinglearners/positi velearningenvironments/positivebehaviour/approaches/restorat ive/Index.asp NB This is NOT an exhaustive list!

25. References 1 www.scotland.gov.uk/Publications/2007/08/23161140 www.ltscotland.org.uk/.../RPfinalevaluationOct08_tcm4- 517280.doc www.ltscotland.org.uk/.../RPfinalevaluationOct08_tcm4- 517280.doc http://www.educationscotland.gov.uk/supportinglearners/posi tivelearningenvironments/positivebehaviour/aboutposrelations hips/index.asp http://www.educationscotland.gov.uk/supportinglearners/posi tivelearningenvironments/positivebehaviour/aboutposrelations hips/index.asp

26. References 2 Cremin, H., McCluskey, G. and Sellman, E. 2013 Restorative Approaches to Conflict in Schools: interdisciplinary perspectives on whole school approaches to managing relationships, Routledge, London Drewery, W. Restorative Practices for Schools: A Resource. Free download athttp://www.waikato.ac.nz/wmier/publications/books/restorative-practices- for-schoolshttp://www.waikato.ac.nz/wmier/publications/books/restorative-practices- for-schools Garland, D. (2001) The Culture of Control. Oxford University Press, Oxford. Hendry, R. (2009) Building and Restoring Respectful Relationships, Routledge. McCluskey, G., 2014 'Youth is present only when its presence is a problem' voices of young people on discipline in school Children & Society, 28 (2) 93-103 McCluskey, G., 2010 Restoring the Possibility of Change? A Restorative Approach with Troubled and Troublesome Young People International Journal of School Disaffection, Vol. 7(1).