ABSTRACT
The Warnock Report of 19782 added impetus to this in relation to special educational needs; the Swann Report of 19853 and the Code of Practice by the Commission for Racial Equality in 19894 did the same in respect of ethnicity and race; the government paper From Policy to Practice in 19895 extended this in its discussion of cultural diversity; the National Curriculum Council's paper A Curriculum for All in 19896 argued that all students share the right to a broad and balanced curriculum regardless of special educational needs, a view that was echoed in the series of Curriculum Guidance documents from the National Curriculum Council between 1989 and 1992;7 the government paper Choice and Diversity in 19928 made it clear that every teacher has a duty to provide students everywhere with the same opportunities; the Handbook for the Inspection of Schools in 19939 made it a requirement that schools should not only have policies for addressing equality of opportunity but that the policy should be seen to be working in practice; the government's Code of Practice for the Identification and Assessment of Special Needs in 199410 reinforced the need for schools to respond systematically to students with special educational needs.
