The Future of Inclusive Education in England: Some Lessons from Current Experiences of Special Educational Needs
Keywords:
Inclusion, Inclusive Education, SEN, Special Educational NeedsAbstract
This paper considers what the future of inclusive education may be in England and uses this analysis to illustrate perspectives, practices and issues that could be relevant to other European countries and further afield. The paper examines the recent history of the concept of special educational needs (SEN) and provision, with reference to the legislative changes introduced in 2014. This is related to how wider school changes have affected and might further affect the pattern of special schooling. The paper also summarises some findings and implications from a series of recently completed case studies about the experience of parents teachers or teaching assistants and children or young people with SEN. The final part suggests a particular way of understanding current issues about inclusive education in terms of the capability approach and the resolving tensions and dilemmas.
References
Ainscow, M. (2007) Towards a More Inclusive Education System. Where Next for Special Schools? In Cigman, R. (Ed.) Included Or Excluded? The Challenge of the Mainstream for Some SEN Children, London: Routledge, pp. 128-139.
Black, A. and Norwich. B. (2014) Contrasting Responses to Diversity: School Placement Trends 2007-2013 for All Local Authorities in England, Bristol: Centre for Studies on Inclusive Education (CSIE).
Booth, T. and Ainscow, M. (2011) Index for Inclusion: Developing Learning and Participation in Schools (3rd ed.), Bristol: CSIE.
DES (1978) Warnock Committee Report, London: Her Majesty’s Stationery Office (HMSO).
DfES (2006) The Common Assessment Framework for Children and Young People: Practitioners’ Guide, Annesley: DfES.
DFE/DOH (2014) Special Educational Needs and Disability Code of Practice: 0 To 25 Years: Statutory Guidance for Organisations who Work with and Support Children and Young People with Special Educational Needs and Disabilities, DFE-00205-201.
Ellis, S. and Tod J. (2012) Identification of SEN: Is Consistency a Realistic or Worthy Aim? Support for Learning, Vol. 27 (2), pp. 59–66.
House of Commons Education and Skills Committee (2006) Special Educational Needs. Third Report of Session 2005–06, London: Stationery Office.
Ofsted (2010) The Special Educational Needs and Disability Review, ref. 090221, London: Ofsted.
National Archives (2014) Children and Family Act 2014. Accessed on 9.11.16 at http://www.legislation.gov.uk/ukpga/2014/6/contents.
Norwich, B. (2008) Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions, London: Routledge.
Norwich, B. (2013) Addressing Tensions and Dilemmas in Inclusive Education: Living with Uncertainty. London: Routledge.
Norwich, B. and Black, A. (2015) The Placement of Secondary School Students with Statements of Special Educational Needs in the More Diversified System of English Secondary Schooling. British Journal of Special Education, Vol.42 (2), pp. 128-151.
Norwich, B. (2017) Experiencing Special Educational Needs: Lessons for Practice, Maidenhead: Open University Press.
Norwich, B. and Koutsouris, G. (2017) Addressing Dilemmas and Tensions in Inclusive Education, Oxford Research Encyclopaedia (in press).
OECD (2007) Students with Disabilities, Learning Difficulties and Disadvantages: Policies, Statistics and Indicators, Paris: OECD.
Sen, A. (2003) Capability and Well-being. In Nussbaum, M. and Sen, A. (Eds.) The Quality of Life, Oxford: Oxford University Press.
Terzi, L. (2014) Reframing Inclusive Education: Educational Equality as Capability Equality. Cambridge Journal of Education, Vol. 44 (4), pp. 479-493.
UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education, Paris: UNESCO.
Warnock, M. (2005) Special Educational Needs: A New Look. London: Philosophy of Education Society of Great Britain, Impact Series N.11.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 REACH: Journal of Inclusive Education in Ireland
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice
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.
