ABSTRACT
The statement above sets demanding goals for all those involved in education and does, to an extent, reflect the present Labour Government’s approach to the inclusion of pupils with special educational needs (SEN). The issues surrounding inclusive practice have risen up the political and statutory agenda to such an extent that more pupils than ever before are being educated within mainstream contexts. Statistical evidence from the Department for Education and Skills (DfES) shows, for example, year on year rises in the number of pupils with SEN being included within mainstream education (DfES: 2001). In 1993, 48 per cent of SEN pupils were taught in mainstream environments, rising to 57 per cent in 1997 and most recently 61 per cent completing their education in a mainstream school. In addition, this commitment to inclusion of pupils with SEN is further emphasised by the DfES which states, ‘The education of pupils with special needs is a key challenge for the nation. It is vital to the creation of a fully inclusive society’ (DfES 1998:1).
