ABSTRACT
This chapter examines the relationship between special educational needs (SEN) and resource levels and considers whether it is worthwhile for Local Education Authorities (LEAs) to differentiate financially between different levels of need. It focuses on qualitative data, including pupil case studies, derived from semi-structured interviews in eight schools which were conducted with headteachers, special educational needs co-ordinators (SENCOs) and heads of department in English, Mathematics and Science. The chapter examines the vertical equity principle of providing differentiated funding by looking at the criteria, policies and approaches adopted by the two LEAs. It provides an investigation into the practice of allocating differentiated levels of resources for pupils with SEN in mainstream schools within the context of providing inclusive education. The chapter describes a small scale research study which will examine in detail different approaches taken by two LEAs (Mercia and Whiteshire) to allocate resources for non-statemented SEN.
