ABSTRACT
The drive for full inclusion had became a bit like a religious revival for some writers and speakers, especially those who used the social model or adopted the human rights position drawn from disability politics. Many writers then tried to unpack the term inclusion and to recognise its complexity. Robertson, for example, argued that while the social model had much to contribute to the theory and practice of inclusion, it provided a ‘flawed explanatory framework for bringing change within education’s complexity and contradiction’ (Robertson 2001: 191). Robertson gives examples of problems to be solved which include:
• the failure to recognise that specialist teacher knowledge and skills are an essential part of more inclusive provision; (the TDA announced late in 2007 that they plan to develop SEN specialist training as a priority area in its next tri-annual cycle);
• the recognition that schools cannot work alone when continually being bombarded with conflicting demands from the government.
