As we know, one of the most significant trends in the SEND sector is the growing emphasis on inclusive education, with the focus on students with special or/and additional needs attending mainstream settings. There are varying opinions on this subject.
Let’s unpick the origins of the current trend…
The SEND Code of Practice (2015) and the Equality Act (2010) in the UK promote inclusion and protect people from discrimination in educational settings and in wider society. Both documents advocate for the rights of pupils with SEND and state that educational settings have a legal duty to provide reasonable adjustments to accommodate the needs of pupils with SEND.
Parents and advocacy groups, working with families of children with SEND have been given more rights in relation to choosing educational settings, asking for more inclusive opportunities for their children and highlighting the limitations of other provisions. This tendency has also been underpinned by the latest studies into how neurodivergent children learn, suggesting that inclusive settings, when adequately supported, can lead to better social, emotional and sometimes academic outcomes for children with SEND.
Similarly, in recent years there has been a significant shift from the medical model (when disability is seen as a problem) to the social model (when societal barriers are seen as the main issue). This new approach has reshaped key attitudes in education, with a big emphasis on inclusion.
So where is the current trend going?
Educational settings place great emphasis on the vital, continued investment in teacher training, classroom adaptations and the use of assistive technology. In some areas local authorities are trialling flexible education models, such as attending mainstream part-time and part-time special or alternative provision, in hope that those arrangements would be more effective in meeting individual needs.
Educational settings are also expected to develop stronger partnerships with parents and guardians when planning learning pathways for pupils with SEND.
There are significant barriers to implementing existing policies and turning them into everyday practice, due to budget constraints, lack of specialist and skilled workforce, limited training opportunities by specialist experts, as well as limited capacity in schools.
All these barriers create complex issues that continue hindering genuine inclusion.
I believe that inclusion is the right direction. However, we must not forget that inclusion is not just about placing a child in a mainstream setting! Inclusion is about meaningful engagement and participation, ensuring that a child with SEND has a great sense of belonging and feels comfortable in their environment.
To be able to make progress, their individual needs must be met through tailored pastoral and educational support.
If inclusive education is poorly managed and delivered, it will leave students misunderstood and unsupported, creating more damage, causing trauma and isolation (I now mostly work with teenagers who have become victims of poorly performing inclusive education, which has caused all sorts of damage, including anxiety, low self-esteem and issues with trust).
In my view, to make inclusion work for all, the system needs more funding, high quality training delivered by experts who have substantial specialist knowledge and experience, adaptability, and strong networking partnerships between mainstream schools and specialist provisions to make inclusion work for all.
Equally, stronger partnerships with parents need to be developed and maintained, as they know what works best for their children.
Parental voice needs to be heard at all levels.