ABSTRACT
Perhaps the greatest change in thinking in special educational needs (SEN) circles in the 1990s was growing recognition that it is inclusion, not integration, which is our aim. Where once it seemed appropriate to argue for helping learners to change their behaviour or to accept inadequate support in order to be integrated, we now, quite rightly, expect that they will be included in the mainstream wherever possible. This will not be possible in many educational settings without considerable political will and increased resources. At a time when, in the UK at least, achievement seems to be measured through exam league tables, this resourcing seems to be less of a priority for government. Specialist and beacon schools too seem to have about them an aura of exclusion rather than inclusion, even if that may not be the intention.
