ABSTRACT
OFSTED (2006c) concluded that the educational setting (special or mainstream) makes little difference to how pupils with SEND achieve. What matters is the quality of teaching and learning in either environment. The government (DfES 2004a) stated as part of its action plan to ‘help schools to build effective inclusive practice through a new Inclusion Development Programme [DCSF 2008d] bringing together education, health, social care and the voluntary sector’.
