Policymakers, not mainstream schools, are indicted over this state of affairs. The way schools are organised and how classrooms are composed creates a form of ‘structural exclusion’ that preserves mainstream education for typically-developing pupils and justifies a diluted pedagogical offer for pupils with high-level SEND. Furthermore, interviews with nearly 500 pupils, parents and school staff reveal the effect of this marginalisation on the quality of their education. Observations of nearly 1,500 lessons in English schools show that their everyday experience of school is characterised by separation and segregation. Yet in vital respects, they are worlds apart.īased on the UK’s largest observation study of pupils with high-level SEND, The Inclusion Illusion exposes how attendance at a mainstream school is no guarantee of receiving a mainstream education. For pupils in the UK with high-level SEND, who have an Education, Health and Care Plan (formerly a Statement), this implies an everyday educational experience similar to that of their typically-developing classmates. Inclusion conjures images of children with special educational needs and disabilities (SEND) learning in classes alongside peers in a mainstream school. Papers from the Institute of Archaeology (PIA).The Journal of the Sylvia Townsend Warner Society.Jewish Historical Studies: Transactions of the Jewish Historical Society of England.International Journal of Social Pedagogy.International Journal of Development Education and Global Learning.Grammars of World and Minority Languages.Global Prosperity in Thought and Practice.Embodying Inequalities: Perspectives from Medical Anthropology.
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