ABSTRACT
This chapter maps the history of SEND from the position of segregation and isolation, through to the emergence, development, and future directions of the inclusion movement of today. It examines how legislation and policy directions have transformed special education, and the impact upon children, teachers, and schools. The evolution of terminology and language is also analysed, with particular reference to its principles and implementation in practice.
The chapter does not set out to provide extensive, detailed lists of what each SEND comprises and how teachers and schools should support children with specific needs. Rather, it outlines general principles and strategies for identifying and supporting children with SEND within a context of consultation and empowerment. Thus, the chapter seeks to identify some fundamental principles that will help teachers and schools to support children’s learning and development in PE, whilst gaining an insight into the specific needs and support they may require.
