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IntroductionThe inclusion of all pupils, including those with interrupted learning patterns, is a feature of the commitment in Glasgow to equality of opportunity. This requires that we work together to set the highest expectations for each pupil so that we are seen to value achievements, which have challenged the pupil in a meaningful way. Pupils whose learning has been interrupted are not an exception. Inclusion will only become a reality when these goals are set alongside a critical examination of approaches to learning and teaching and of the quality of opportunities for learning open to all.Learning has increasingly been linked with attendance levels. As raising achievement and attainment has become the top priority for the authority, it has become clear that a significant proportion of school-age learners are adversely affected by discontinuity in attendance and learning. Figure 1 (below) illustrates the range of children and young people whose learning may be interrupted.
Interrupted learners present a wide and varied range of difficulties that challenge traditional school based learning and teaching. The SchoolsOut project puts forward a solution where technology is used to support the development of a learning centered community where members are supported in progress along structured learning paths that have been designed to meet their individual needs.
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