Do Special Schools Have a Role in Supporting the Process of Inclusion?

Abstract

The future provision of education for pupils with special educational needs is at the heart of an international debate, and the inclusion of all pupils in mainstream schools (established as a goal in UK legislation) has been the subject of many papers and discussions. In this paper, the authors observe that, despite general acceptance of humanistic arguments, there remains a dearth of research into the efficacy of inclusive practices. In calling for more evaluation, they suggest that the role of special schools for pupils with the most complex learning needs has been overlooked, and that their potential expertise should be harnessed in the move towards inclusion. To make real progress, LEAs and others charged with responsibility for inclusion will need to ensure that the skills developed by teachers in special schools are retained for the benefit of a much larger population ‐ a key challenge in developing a more inclusive education system.

Citation

Tilstone, C. and Rose, R. (2000), "Do Special Schools Have a Role in Supporting the Process of Inclusion?", Tizard Learning Disability Review, Vol. 5 No. 4, pp. 35-44. https://doi.org/10.1108/13595474200000038