We are currently in an era where many schools endorse and embrace the goal of full inclusion for pupils with special educational needs and disabilities (SEND). Undoubtedly, inclusion is the key to obtaining education and social equity.
Unfortunately, inclusion is often falsely translated to mean the “place” where teaching and learning occurs, stemming from the ideological belief all pupils should be educated in the general classroom – that instruction provided outside of this setting is akin to segregation. While general education can, and should, be strengthened to better meet the needs of all pupils, for many these practices alone are just not enough. Continue reading “Are we failing pupils with SEND?”