ABSTRACT

Inclusion looks different in every school. Inclusion is not a fixed state, it's a process that takes time to achieve. The Children and Families Act 2014 introduced important changes for all teachers about the education and inclusion of pupils with special educational needs and disabilities (SEND). Sitting alongside the Children and Families Act 2014, the requirements of the Equality Act 2010 remain in place. This is especially important because many children and young people who have SEN may have a disability under the Equality Act. The national curriculum inclusion statement reaffirms that teachers should have high expectations for all pupils and should plan lessons to ensure that barriers to achievement are overcome. The statement sets out two key principles of inclusion: setting suitable challenges; and responding to pupils' needs and overcoming potential barriers for individuals and groups of pupils. The national curriculum programmes of Study set out what pupils should be taught and should learn in each school year.