Stalling Beneath the Summit: Why is Progress Towards Inclusion Proving Elusive?
Keywords:Inclusion, SEN, Special Educational Needs, Segregated Provision, Inclusive Education
Despite considerable efforts to increase inclusion in schools, a small but significant number of pupils with special educational needs continue to require segregated provision. Why does the attainment of full inclusion remain elusive?
Cremin, H., Thomas, G. and Vincett, K. (2003) Learning Zones: An Evaluation of Three Models for Improving Learning Through Teacher/Teaching Assistant Teamwork, Support for Learning, Vol. 18 (4), pp.154-161.
Davis, P. and Florian, L. (2004) Searching the Literature on Teaching Strategies and Approaches for Pupils with Special Educational Needs: Knowledge Production and Synthesis, Journal of Research in Special Educational Needs, Vol. 4 (3), pp.142-147.
Department for Education and Employment (DfEE) (1997) Statistics in Education: Schools in England, London: DfEE.
Department of Education and Science (DES) (2001) Report of the Task Force on Dyslexia, Dublin: The Stationery Office.
Department of Education and Science (DES) (2005) An Evaluation of Curriculum Implementation in Primary Schools: A Report by the Inspectorate, Dublin: The Stationery Office.
Department for Education and Skills (DfES) (2003) The Report of the Special Schools Working Group, Nottingham: DfES.
Department for Education and Skills (DfES) (2004) Statistics in Education: Schools in England, London: DfES.
Evans, J., Harden, A. and Thomas, J. (2004) What are Effective Strategies to Support Pupils with Emotional and Behavioural Difficulties (EBD) in Mainstream Primary Schools? Findings from a Systematic Review of Research, Journal of Research in Special Educational Needs, Vol. 4 (1), pp.2-16.
Florian, L. and Rouse, M. (2001) Inclusive Practice in English Secondary Schools: Lessons Learned, Cambridge Journal of Education, Vol. 31 (3), pp.39-412.
Groom, B. and Rose, R. (2005) Supporting the Inclusion of Pupils with Social, Emotional and Behavioural Difficulties in the Primary School: The Role of Teaching Assistants, Journal of Research in Special Educational Need, Vol. 5 (1), pp. 20-30.
Howley, M. and Kime, S. (2003) Policies and Practice for the Management of Individual Learning Needs. In Tilstone, C. and Rose, R. (eds) Strategies to Promote Inclusive Practice, London: Routledge Falmer.
Kenny, M., Loxley, A. and Shevlin, M. (2005) Initial Identification of Issues Regarding Provision and Requirements for Children with Disabilities and Special Educational Needs in Irish Primary Schools, Dublin: National Disability Authority.
Kugelmass, J. and Ainscow, M. (2004) Leadership for Inclusion: A Comparison of International Practices, Journal of Research in Special Educational Needs, Vol .4 (3), pp.133-141.
Lewis, A. (1991) Primary Special Needs and the National Curriculum, London: Routledge.
Lewis, A. and Norwich, B. (2001) A Critical Review of Systematic Evidence Concerning Distinctive Pedagogies for Pupils with Difficulties in Learning, Journal of Research in Special Educational Needs, Vol. 1 (1), pp. 3-11.
Meijer, C.J.W. (2003) Special Education Across Europe in 2003, Middelfart: European Agency for Development in Special Needs Education.
Moran, A. and Abbott, L. (2002) Developing Inclusive Schools: The Pivotal Role of Teaching Assistants in Promoting Inclusion in Special and Mainstream Schools in Northern Ireland, European Journal of Special Needs Education, Vol. 17 (2), pp. 161-173.
O’Brien, T. (2001) Learning from the hard cases. In O’Brien, T. (ed.) Enabling Inclusion: Blue Skies…Dark Clouds? London: The Stationery Office.
O’Brien, T. and Guiney, D. (2001) Differentiation in Teaching and Learning, London: Continuum.
Ofsted (2004) Special Educational Needs and Disability: Towards Inclusive Schools, London: Office for Standards in Education.
Rieser, R. (2003) The Struggle for Inclusion: The Growth of a Movement. In Nind, M., Rix, J., Sheehy, K. and Simmons, K. (eds) Inclusive Education: Diverse Perspectives, London: David Fulton.
Ring, E. and Travers, J. (2005) Barriers to Inclusion: A Case Study of a Pupil with Severe Learning Difficulties in Ireland, European Journal of Special Needs Education, Vol. 20 (1), pp. 41-56.
Rose, R. (2001) Primary School Teacher Perceptions of the Conditions Required to Include Pupils with Special Educational Needs, Educational Review Vol. 53 (2), pp.147-156.
Skidmore, D. (2004) Inclusion: The Dynamic of School Improvement, Buckingham: Open University Press.
Thomas, G., Walker, D. and Webb, J. (1998) The Making of the Inclusive School, London: Routledge.
United Nations (1989) Convention on the Rights of the Child, New York: United Nations.
UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education, Paris: UNESCO.
Visser, J. (1997) Differentiation: Enhancing the Quality of Teaching and Learning, REACH Journal of Special Needs Education in Ireland, Vol. 11 (1), pp. 31-41.
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors contributing to REACH: Journal of Inclusive Education in Ireland retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons Attribution- NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License allowing third parties to share, copy and redistribute the material in any medium or format under the following terms:
- Attribution (BY): You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- NonCommercial (NC): You may not use the material for commercial purposes.
- NoDerivatives (ND): If you remix, transform, or build upon the material, you may not distribute the modified material.
Learn more about Creative Commons licensing.