The historical development of special education needs inclusion
in education
According to the Collins dictionary (2015) diversity is defined as the state
or quality that makes one person different from another. In relation to
schooling diversity aims to recognise and respect every individual’s
differences, and realise their full potential. This can be done by promoting
inclusive practice within educational institutions which creates equal
opportunities for all students and members of staff. Nutbrown and Clough
(2006) say that although the definition of inclusion differs with each
author, it is agreed to be a process that motivates maximum participation
and minimizes exclusion by identifying and breaking down the barriers to
participation and belonging. In this essay I will be doing an investigative
study into inclusive provisions used in education, specifically linking
theory to special education needs inclusion to demonstrate my
understanding. I will compare inclusion throughout history and show a
critical understanding on the differences of theoretical views on SEN
inclusion. I will also comment on the implementation and effect that
different initiatives and legislation have had in promoting SEN inclusion in
education and use public data to back up my findings.
Diversity can be defined as the differences that people have from one
another including their gender, race, religion, class or even disability.
Diversity is extremely important in our society today as it gives people a
chance to experience different things that they are not normally used to,
opening up a world of possibilities. In schools we are now taught to
appreciate and value the diverse nature of people and the world around
us. Schools today use a number of ways to help promote diversity and
prevent barriers that may affect children’s attainment and the use of
inclusive practice is a valuable tool aimed at eliminating these obstacles
(Education Scotland 2013). Over the years there has been a number of
policies and procedures put into place in order to ensure participation for
all pupils, and avoid the segregation of certain groups
1 | Page
, The SEN code of practice (2001) defines a special educational need as a
child requiring a special provision to be made for them due to a specific
learning difficulty that may disrupt or delay their learning. A child may be
diagnosed with a learning difficulty if they; have a great difficulty in their
educational development or learning compared to children their age, or
possess a specific disability that prevents them from taking advantage of
educational facilities designed for their peer age group. According to the
Disability Discrimination Act (1995) an individual is defined as having a
disability if they have a physical or mental impairment which has a
considerable and long-term adverse effect on their ability to achieve
every-day normal activities (DfES 2001).
Due to the technological advances over the last few decades, diagnosing
children with SEN these days is a lot simpler, and with equal access to
health care and the improvements in social inclusion, children with
disabilities today are being included in mainstream schooling more than
ever. However, before the introduction of legislation such as ‘every child
matters’ children with SEN were excluded from normal society and
education. The Butler act (1944) explained that not all children would
have a right to education, and if a child was considered different or within
a minority group they were named uneducable and would be treated in
asylums. Up until this point schools did not accept that provision must be
put into place for children with SEN until legislation such as ECM was put
into place as it provided a policy stating that every child does has a right
to an education (DfES 2001). In terms of educational attainment before
this period of legislation, children with SEN would not have been given the
access to any type of education and therefore would not possess any
academic skills or knowledge. They would have been excluded from
mainstream classrooms and made to go to remedial units or a special
school away from the majority of children (DfES 2004). This is not only
very unethical but it would have also have a detrimental impact on
children’s educational success and psychological and emotional
development.
2 | Page
in education
According to the Collins dictionary (2015) diversity is defined as the state
or quality that makes one person different from another. In relation to
schooling diversity aims to recognise and respect every individual’s
differences, and realise their full potential. This can be done by promoting
inclusive practice within educational institutions which creates equal
opportunities for all students and members of staff. Nutbrown and Clough
(2006) say that although the definition of inclusion differs with each
author, it is agreed to be a process that motivates maximum participation
and minimizes exclusion by identifying and breaking down the barriers to
participation and belonging. In this essay I will be doing an investigative
study into inclusive provisions used in education, specifically linking
theory to special education needs inclusion to demonstrate my
understanding. I will compare inclusion throughout history and show a
critical understanding on the differences of theoretical views on SEN
inclusion. I will also comment on the implementation and effect that
different initiatives and legislation have had in promoting SEN inclusion in
education and use public data to back up my findings.
Diversity can be defined as the differences that people have from one
another including their gender, race, religion, class or even disability.
Diversity is extremely important in our society today as it gives people a
chance to experience different things that they are not normally used to,
opening up a world of possibilities. In schools we are now taught to
appreciate and value the diverse nature of people and the world around
us. Schools today use a number of ways to help promote diversity and
prevent barriers that may affect children’s attainment and the use of
inclusive practice is a valuable tool aimed at eliminating these obstacles
(Education Scotland 2013). Over the years there has been a number of
policies and procedures put into place in order to ensure participation for
all pupils, and avoid the segregation of certain groups
1 | Page
, The SEN code of practice (2001) defines a special educational need as a
child requiring a special provision to be made for them due to a specific
learning difficulty that may disrupt or delay their learning. A child may be
diagnosed with a learning difficulty if they; have a great difficulty in their
educational development or learning compared to children their age, or
possess a specific disability that prevents them from taking advantage of
educational facilities designed for their peer age group. According to the
Disability Discrimination Act (1995) an individual is defined as having a
disability if they have a physical or mental impairment which has a
considerable and long-term adverse effect on their ability to achieve
every-day normal activities (DfES 2001).
Due to the technological advances over the last few decades, diagnosing
children with SEN these days is a lot simpler, and with equal access to
health care and the improvements in social inclusion, children with
disabilities today are being included in mainstream schooling more than
ever. However, before the introduction of legislation such as ‘every child
matters’ children with SEN were excluded from normal society and
education. The Butler act (1944) explained that not all children would
have a right to education, and if a child was considered different or within
a minority group they were named uneducable and would be treated in
asylums. Up until this point schools did not accept that provision must be
put into place for children with SEN until legislation such as ECM was put
into place as it provided a policy stating that every child does has a right
to an education (DfES 2001). In terms of educational attainment before
this period of legislation, children with SEN would not have been given the
access to any type of education and therefore would not possess any
academic skills or knowledge. They would have been excluded from
mainstream classrooms and made to go to remedial units or a special
school away from the majority of children (DfES 2004). This is not only
very unethical but it would have also have a detrimental impact on
children’s educational success and psychological and emotional
development.
2 | Page
