ABSTRACT
The wider context in which schools operate has experienced, and continues to experience, a period of exceptional changes. A. Ekins argues that the drivers for the changes made with and alongside the Children and Families Act arose from: The influencing factors of political policy drivers, economic challenges, and the acknowledgement that the existing system of assessment and provision for special educational needs needed to be changed. This chapter outlines some of the challenges which schools face in developing inclusive practice. The challenges to inclusive approaches within schools will be discussed within three components: Perspectives of those within inclusion groups, the perspective of individual need, and Challenges within schools for those working to develop an inclusive approach. Current practitioners studying for an education postgraduate qualification report that they are observing increasing challenges and complexities for schools within the needs of their school population.
