ABSTRACT
One of the aims of inclusive education is to improve the learning outcomes for children with special educational needs who otherwise would be educated separately. At present there appears to be some general agreement across the strands of the inclusion literature about the potential efficacy of a number of teaching and organisational strategies thought to promote inclusive practice. However, relatively little is known about the ways in which these and other techniques work (or do not work) in the context of a national curriculum and the demand for higher standards in classrooms which include pupils with a wide range of learning needs. Furthermore, there has been little consideration in the literature about whether such strategies are equally appropriate across all phases of education and in all subjects of the curriculum.
