Including Pupils with Special Educational Needs: beyond rhetoric and towards an understanding of effective classroom practice

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Abstract

The future of educational provision for pupils with special educational needs can be seen to be central to educational debate across Europe and the USA. Legislation from many countries has focused upon the means by which the achievement of a more inclusive education system can be achieved. This article suggests that whilst the socio-political and moral arguments for inclusion have been well established, insufficient attention has been given to the development of an understanding of classroom practices which are conducive to creating an inclusive education system. The moral imperative for inclusion is clear and few teachers would deny that a move towards a more equitable education system should be regarded as a priority. Yet, moves towards the achievement of greater inclusion have been slow. Existing research has demonstrated that under some circumstances inclusion can be efficacious, yet many teachers remain uncertain with regard to its implementation in their schools. This article ar)
Original languageEnglish
Pages (from-to)67-76
Number of pages10
JournalWestminster Studies in Education
Volume25
Issue number1
DOIs
Publication statusPublished - Jan 2002

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special educational needs
pupil
rhetoric
inclusion
education system
classroom
teacher
legislation
school

Cite this

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