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the idiosyncrasies of others', but this attitude can change totally in secondary education. Briony Moore (2009) looks at this element, but argues that in her practical experiences, bullying related to students with SEN, takes place in primary schools and equally in mainstream and special schools.

Booth and Ainscow (2000), think that the concept of 'Inclusion' should be viewed as not just applying to students with SEN, but it should have a much wider span. They go on to argue that it should value all staff and students equally, that schools should be improved for their staff, as well as the students. They believe that participation of students should be increased and exclusion reduced from the curricula, culture and communities of all local schools. They suggest that barriers to learning should be removed for all pupils, whether they have SEN or not. They further argue that all classes of students, should have the right to be educated in their own locality and that this attitude would foster better understanding within the community. They believe that the difference between students should be viewed as a resource to support learning, rather than as a problem to be overcome.

One example of the problems relating to inclusive education is the handling of dyslexic students; Dyslexia is a 'difference in the wiring of the brain' (Juggins 2001) [2] . He argues that dyslexic students can be as talented, intelligent and creative as any other student but tend to be socially disadvantaged and misunderstood. He argues that dyslexic students are segregated in education, but he also believes that this is not necessarily a disadvantage for the student. The class size may be smaller, computers with word processors and spell and grammar checkers, can replace the incorrectly working brain function and the teacher may be better qualified, but most importantly they may have more time to spend with each individual student. Juggins believes that changes must be made to the system to match teaching methods to learning styles. He says:

'It is no longer acceptable to place the pressure (blame) on the individual dyslexic student to always adjust. What we need is less fixing of the unbroken and more nurturing of the dyslexic's strengths by providing them with a suitable learning environment.'.

He finishes his article by saying 'Throw them a chance to succeed and not another spelling test!'

In the Queen's Speech (25 May 2010) this statement, potentially changing the whole structure of English education provision, was made:

'Legislation will be introduced to enable more schools to achieve academy status and give them greater freedoms over the curriculum'

Once again a new piece of legislation was introduced into the debate relating to inclusion. Parents with children with special needs were unsure what thousands of new independent schools might mean for their children. Would they be able to get places in the new academies and who would be monitoring the help given to those children? After a slow start Academy status schools numbered two hundred [3] in early 2010. By April 2011, they passed the four hundred mark, with an expected target of two thousand over the next few years.

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