Educational inclusion in England: origins, perspectives and current directions

In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be...

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Bibliographic Details
Published in:Support for learning 2015-02, Vol.30 (1), p.69-82
Main Authors: Lauchlan, Fraser, Greig, Susan
Format: Article
Language:English
Subjects:
Education policy
Educational Needs
Educational Psychology
England
inclusion policy
inclusive education
Politics
Quality of education
SEN
Special Needs Students
Special Schools
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Summary:In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a ‘universalist’ view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to ‘quality’ in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists (EPs) and Special Educational Needs Coordinators (SENCos), is also examined.
ISSN:0268-2141
1467-9604
DOI:10.1111/1467-9604.12075