Evaluation in schools is of interest to various stakeholders in the education sector i.e. the government, parents, teachers, media and the wider society (Bracey 2006).
Government inspectors have in many cases taken the roles of evaluation on schools’ performance in many countries although the new trend that is widely gaining prominence is that of schools doing self evaluation. Inclusion is one of the aspects of self evaluation that has been seen to have a wide range of positive outcomes if well implemented and it is for this reason that this paper shall seek to further on its impact on the evaluation process and how this can be facilitated by the SENCo (Swaffield and MacBeath 2005). It is a basic understanding that leadership should not be detached from the organs it is leading and it is for this reason that the process of inclusion is quite important in the cases of self evaluation for schools. All the stakeholders mentioned above need to work together and share ideas as evaluation is mostly the basis for school improvement and appraisal of standards of education.
Valuable outcomes have been seen to crop up in instances where the school management and the various stakeholders come together and give ideas or good as well as bad areas that need improvement and how best to do it. SENCo has the best chance and has their work well organised when such a scenario is in the offing. On basic terms the teaching staff for example should monitor leaning activities, manage performance of pupils, conduct department reviews and become actively involved in improvement and development activities of the school. Students with special needs have various disabilities that affect their learning and for this reason there are more aspects that need to be looked into more than the case would be in other schools. This is quite an interesting aspect to explore into and the findings of this paper shall come from various methods