This essay identifies the barriers to inclusion that Gypsy, Roma and Traveller (GRT) children may encounter in an educational setting. The issues can be divided in to three sections: key documents, policies and the terminology associated with GRT, teachers, family and attendance and communication as a strategy to support these students.
Lander (2011) defines Gypsy, Roma and Travellers as communities who choose a traveling existence and roam around the country to earn a living. The term GRT can refer to travellers from all regions, including circus and show people. However, each community has their own individual culture and traditions. It's impossible to ascertain a true statistic on this group, as census records do not include the GRT community. .
The key terminology associated with GRT children is inclusion. Cudworth and Cudworth (2008) question if the educational needs of GRT children can ever be sufficiently met, as inclusion seems to only exist for children who have a fixed address and not a nomadic lifestyle. Rose and Shevlin (2004) suggest that non acceptance of GRT children by other students will have a detrimental effect on their schooling and prohibit inclusion. However, Bhopal (2004) implies it is the attitude of some pupils that use their GRT status to defy authority, resulting in self-exclusion. .
There are numerous publications and policies relating to this cultural group, these include the Race Relation Amendment Act (RRAA), the Swann Report and the Plowden Report. Cudworth (2008) describes how the RRAA formally acknowledges GRT children as an ethnic group; however, children of fairground and circus communities are not included. Although the CRE (2003) identify that Gypsy, Roma and Traveller children are subjected to inequality in schools, the commission for racial equality (CRE) are certain that this issue will be addressed if local governments adopt an equal opportunities approach.