ABSTRACT
Education in the United Kingdom has changed a lot in the last twenty-five years. Developments in education policy have gradually made mainstream schools – rather than local government authorities – responsible for children’s education. Mainstream schools control ever more of the resources for addressing children’s special educational needs, and are charged with ensuring the educational progress of the vulnerable. Inclusive schooling now has a place in the government’s programme of wholesale reform of public services that includes the reorganisation into ‘Children’s Services’ of health, education and social care, in which schools are seen as a locus and vehicle of service delivery (DfES 2004).
