ABSTRACT
This chapter considers some of the moral and theoretical perspectives around the debate surrounding the allocation of resources in schools in recent times. It examines if there are any moral imperatives around the debates on how we fund education for all children, but particularly those with a Special Educational Need and Disability (SEND). The author explores what responses we can and should make when faced with difficult choices around funding and what current theory and argument can do to support us in making considered, proactive, positive and empowering choices.
