ABSTRACT
In Chapter 1 we reviewed how, over the last two decades, there has been a disjunction in national educational policies in England. On the one hand, legislation for special education has become increasingly enabling, inclusive and progressive, whilst on the other hand, raising the achievement of all children, as part of an ongoing standards agenda, continues to dominate educational debate (Florian et al., 2004). The relationship and tensions between the inclusion of some children and the achievement of all have contributed to an enduring and widespread perception amongst some policy makers and practitioners (as noted in the headteacher’s comment above) that certain groups of children, and in particular those whose behaviour is more troubling and troubled, have a detrimental effect on the achievement of all other children. However, as we pointed out in Chapter 1, high levels of inclusion can be entirely compatible with high levels of achievement. Indeed, we concur with Mittler (1999: vii) who argues that the debate on inclusion must also be ‘about human rights and about the kind of society and the kinds of schools we want for all our children’. Combining inclusion with high levels of achievement is not only possible but essential if all children are to have the opportunity to participate fully in education.
