Introduction

This introductory chapter aims to ‘set the scene’ for the book in its initial exploration of policy, provision and practice nationally and internationally. New duties regarding the provision of support for children and young people with SEND in the UK, contained in the Children and Families Act (2014), will be touched upon, as will the statutory guidance and inspection frameworks clarified articulated across a range of government publications. Such guiding documents will be explored across countries to illustrate a growing international trend towards a decentralisation of governance, greater parental involvement and more specialised provisions. Although there is now an ‘international language’ (Rix et al., 2013) of SEND, I will make the case that countries have an eclectic approach to practice (Riddell, Tisdall, Kane, and Mulderrig, 2006) and whilst policy, regulation and guidance are provided for practitioners working with children with SEND, there is little consensus both nationally and internationally as to the most effective ways of supporting such students.