ABSTRACT
Schools in England face dilemmas about how they should respond to two conflicting demands from government. The first demand is for higher academic standards and second is the call for the inclusion of children with special educational needs in mainstream schools. For some schools these demands are incompatible, but for others, policies and practices that support inclusion are emerging as the means by which they may be able to raise academic standards for all children. This chapter considers how some of these schools have been able to respond to these different demands.
