ABSTRACT
This chapter explores definitions of inclusion and the characteristics of inclusive learning and teaching. It provides an understanding of the legislation for Special Educational Needs and Disabilities (SEND), and also explores how schools put policy into practice. The chapter examines some of the challenges for learners with SEND. It evaluates a number of strategies to support pupils with SEND including the role of the Teaching Assistants (TAs). The chapter also provides links to resources on a number of special educational needs and disabilities. The SEND Code of Practice 2015 identifies that all schools must have a Special Educational Needs Co-ordinator who is required to be a qualified teacher. It suggests that they will be most effective in that role if they are a member of the school leadership team. Some children with physical difficulties will benefit from specialist equipment such as mobility aids, lifts, special chairs, table rests, pencil grips, hearing aids and communication aids.
