TY  - CHAP
AB  - Abstract There has been a policy for including pupils with severe, profound and multiple learning difficulties in mainstream schools in England since the 1980s. However, effective inclusive education has proved to be very difficult to achieve in practice. Currently, there is a mixed economy of special and mainstream schools offering inclusive education, and we argue that the place of education is less important than the quality of that education. Ideally, pupils with S/PMLD would be educated in their own local communities, alongside their non-disabled peers, but this situation is not yet established in English schools.
VL  - 5
SN  - 978-1-78441-250-0, 978-1-78441-251-7/1479-3636
DO  - 10.1108/S1479-363620140000005017
UR  - https://doi.org/10.1108/S1479-363620140000005017
AU  - Lacey Penny
AU  - Scull Jeanette
PY  - 2015
Y1  - 2015/01/01
TI  - Inclusive Education for Learners with Severe, Profound and Multiple Learning Difficulties in England
T2  - Including Learners with Low-Incidence Disabilities
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 241
EP  - 268
Y2  - 2024/04/26
ER  -