Maciver Donald, Hunter Cathleen, Johnston Lorna, Forsyth Kirsty
School of Health Sciences, Queen Margaret University, Edinburgh EH21 6UU, UK.
Additional Support for Learning Service, Communities and Families, City of Edinburgh Council, Edinburgh EH8 8BG, UK.
Children (Basel). 2021 Mar 11;8(3):217. doi: 10.3390/children8030217.
Whist inclusion is recommended for most children most of the time it remains difficult to implement. In this paper, we present the process undertaken to review and redesign a pre-existing complex intervention (The CIRCLE Framework) which was designed to enhance teachers confidence and competence in provision of universal first level supports for 5-12 year old children with additional support needs. The approach presented draws on the Medical Research Council guidance for the development of complex interventions. A series of ten co-design workshops with 70 stakeholders was completed, applying interactive and participatory methods. Analysing outputs of each workshop revealed recurring design ideas that became the main aspects of the new framework and associated manuals. Intervention content, theoretical frameworks, manuals to support use in practice and implementation strategies were developed. On completion, the updated intervention was extended up to 18 years of age and redistributed to all teachers in the participating local authority. We present the main conclusions and interpretations around the design and naturalistic implementation of the framework, and reflections on use in practice, including a detailed list of recommendations for implementation across schools and staff.
虽然大多数时候建议对大多数儿童采用包容教育，但实施起来仍然困难重重。在本文中，我们介绍了对一个预先存在的复杂干预措施（CIRCLE框架）进行审查和重新设计的过程，该干预措施旨在增强教师为有额外支持需求的5至12岁儿童提供普遍一级支持的信心和能力。本文介绍的方法借鉴了医学研究理事会关于复杂干预措施开发的指导意见。通过交互式和参与式方法，与70名利益相关者完成了一系列十次联合设计研讨会。对每个研讨会的产出进行分析后，发现了反复出现的设计理念，这些理念成为了新框架及相关手册的主要内容。制定了干预内容、理论框架、支持实践应用的手册以及实施策略。完成后，更新后的干预措施扩展至18岁，并分发给参与的地方当局的所有教师。我们围绕该框架的设计和自然实施提出主要结论和解释，以及对实践应用的反思，包括在学校和工作人员中实施的详细建议清单。
