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Educational inclusion in E ngland: origins, perspectives and current directions
Author(s) -
Lauchlan Fraser,
Greig Susan
Publication year - 2015
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12075
Subject(s) - inclusion (mineral) , mainstream , argument (complex analysis) , context (archaeology) , pedagogy , sociology , politics , special educational needs , quality (philosophy) , psychology , public relations , social psychology , political science , special education , epistemology , medicine , law , biology , paleontology , philosophy
In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in E ngland 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.