ABSTRACT
In 2004, the UK government unveiled a new strategy document which demonstrated their commitment to the development of an inclusive education system. The special educational needs (SEN) strategy document Removing Barriers to Achievement (DfES, 2004) provides a clear argument for supporting a move towards inclusion. In order to try to understand the complexities of SEN and inclusion, it is important to be aware that the distinction may not always be made between pupils who are recognised as having SEN and those who have not (Postlethwaite and Hackney, 1989, cited in Hodkinson and Vickerman, 2009). Although there are divergent views on what SEN is, perhaps the most controversial aspect of the debate over SEN and inclusion is whether children identified as having SEN may be educated in a mainstream or ‘special’ school.
