ABSTRACT
Among the English-speaking nations there is a long history of sharing and exchanging social, political, and scientific information. The political and legal structure of the early United States was both a reflection of, and a reaction to, the English system. Educational practices and theories have been shared frequently between the two nations (Cole, 1989). In fact, the current waves of educational reform of the 1980s and 1990s designed to foster improved student achievement proceeded almost simultaneously in the United States and the United Kingdom, as did efforts begun in the mid-1970s to improve the quality of educational services to students with disabilities. However, while these two sets of educational initiatives occurred almost simultaneously, variations have arisen because of fundamental differences in context, particularly with respect to the underlying perceptions of the nature of education and the role of schools in society. This chapter explores these differences. Comparative study of educational reforms in the United States and England and Wales (as opposed to the United Kingdom, as Scotland and Northern Ireland have their own systems) presents an opportunity to contrast two very similar, yet distinct approaches to the concomitant tasks of providing special education for some pupils while enhancing educational achievement for all. Because the two systems share many common social and public policy goals, a study of the variations between them addresses some fundamental questions concerning the nature of schooling and the relationship between schools, communities and individuals, especially when it comes to who receives special education and how this is provided.
