Resources

Dr Leila Walker, Futurelab, with Ann Logan, education consultant

The full version of this handbook is available to download in pdf format - see box below. On this page you'll find the first part of Section 1 of the handbook.

Introduction to inclusive education

In Section 1, we are reminded of the historical events that have led to the movement for inclusive education and practices in today’s education system. We explain what is meant by the term ‘inclusive education’, how it relates to special educational needs, and the significance of the Department for Children Schools and Families (DCSF)/Department for Innovation Universities and Skills (DIUS) personalisation agenda. We further discuss what the perceived benefits of inclusive education are, and how these benefits have changed the learner demographic of mainstream schools.

Historical context

During the 1980s and 1990s there was much investment in new special schools to meet the needs of children and young people with learning and physical disabilities. The rationale for these separate schools was that mainstream education was unable to provide these young learners with the additional support and care required.

Since the start of the 21st century there has been a political shift in thinking with many special schools closing or merging with their nearest primary or secondary school or college. Advocates of this change (Ainscow 2005; CSIE 2008) cite that the social aspect of education is crucial to all learners and that a person’s learning or physical difficulties are best met in an inclusive social environment, ie an inclusive educational institution.

“Special education placement for students with disabilities has failed to demonstrate substantive advantages over regular classes despite lower teacher-pupil ratio and specialized teaching. Special Education has not proven to be academically and socially stronger than would regular class placement.” (Bunch and Valeo 1997)

Today many mainstream schools operate with separate inclusion teams or faculties to meet the demands of a changing learner profile, which now includes children and young people with emotional and behavioural difficulties (EBD) as well as moderate to severe physical and learning considerations. Since September 2008, all schools have added a Special Educational Needs Coordinator (SENCO) – if they had not already – to their Senior Leadership Team (SLT ).

As education providers have aimed to become more inclusive, their approaches to learning have had to reflect this change in learner demographic. Educational agendas (Children’s Plan, 2007; Every Child Matters, 2004; Gilbert Review, 2006; Further Education White Paper, 2006; Leitch Review of Skills, 2006 and World Class Skills, 2007) all endorse the concepts of personalisation and the learner’s right to have a voice. Consequently, both personalisation and learner voice are current popular levers for change in educational practice.

Education providers now need to demonstrate that they are addressing the educational needs of all their learners. For every learner who fails to progress or demonstrate their potential, the institution must be seen to intervene with additional support and services.

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