A systematic structural approach to overcoming self-exclusion of pupils

The solution to pupil self-exclusion in a school should answer the question, “What tools and methodologies will effectively overcome self-exclusion of pupils?” A proposed approach is aimed at building a complete task structure defining how to deal with self-exclusion of pupils that can be used as an assessment tool for pupil inclusion. Complete task structure is presented by a complete task set and completeness of interconnections between the tasks. The approach is realized by sequence of the steps. At first, the directions leading to the overcoming self-exclusion of pupils are determined. Each direction is characterized by its significance as it concerns its role in attaining inclusion of pupils. Then, the tasks detailing each direction are defined. The complete task structure expressing task performance order is built. The task structure is ordered according to the relative significance of the directions leading to the overcoming of self-exclusion of pupils. Task significance is then calculated. It includes significance of the direction which a task belongs, and structural significance of a task. Further, a real structure of the tasks is formed by reduction of the complete task structure based on conditions of pupil inclusion in a concrete school. At last, the real task structure is compared with the complete task structure through use of a task significance mechanism that allows for the assessment of the state of pupil inclusion in a school.