ABSTRACT
This chapter explores some of the links between gender, race and SEN; suggests where further research is required; and raises questions for practitioners to consider in the light of their own work.This approach supports what Corbett (2001a) calls a ‘connective pedagogy’ for inclusion, in which staff take a holistic view of the pupil within the wider school community. The components of this view include the ethnicity, gender, religion, language, sexuality, culture, housing and the leisure activities of the pupils and their parents.
