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ate the differences. The first two items sum up the variables. In the Medical Model, the child is faulty and requires diagnosis. In the Social Model the child is valued and their strengths and needs should be defined by themselves and others.

Set against this historical perception of disability is the conflict of interest between parents and children's rights. The 1996 Education Act put even greater responsibility on a childs parents, in the decision making process, relating to their childs education. The Act:

'Elevates the principle of parental choice at the expense of the child's right to inclusion and specifically absolves local education authorities from their duty to educate children with special educational needs in ordinary schools if to do so would be 'incompatible with the wishes' of their parents.'

In the United Kingdom it is the parents who are given all rights to participation and decision making, the child has none. In direct breach of Article 12 of the Unite Nations Convention, the UK makes no provision for a child to be heard, when choice of school, special educational needs, placement or exclusion are made Having had the legal responsibility for their child's education placed on the parent, many of them feel that they are ignored when decisions have to be made, especially relating to SEN. They feel their views are not listened to and the communication between themselves, the schools and local authorities is, at best, poor and quite often non existent. Network 81 [5] , an organisation dealing daily with parents of children in a SEN situation, recently published a report saying that they were very concerned about the lack of involvement of parents in the education of their child. They also questioned the lack of understanding of the skills of many of the parents, who, by nature of their involvement, had become 'experts in the educational/medical/physical/mental/ emotional needs of their children'. A recent DfES memorandum discusses 'partnership with parents', but gives no indication how this might be achieved.

On the teaching side, the situation appears to be rather disjointed. A Times Educational Survey [6] showed that only 12% of all head teachers questioned thought they had adequate resources for children with special needs. The survey also found that 55% of the teachers sampled had no, or less than 1 days training in dealing with SEN children. Radio 4 recently ran a phone-in programme on Special Educational Needs. One teacher called in to say that they had never met any teacher or learning support assistant who had received training to look after children with SEN. A GP phoned in to say there was a 3 year waiting list for a child to be assessed for possible autism and to get a diagnosis. He believed that this seriously affected the child's early years development.

Looking at the statements, reports, Green Papers, Acts of Parliament it is obvious that the definition of inclusion and inclusive education is no longer just related to a specific focus on disability. Inclusion now encompasses students from minority linguistic or ethnic groups, students from economically disadvantaged backgrounds, students who repeatedly fail to attend lessons. Inclusive education is a framework for all children, whatever their gender, ability, language, cultural or ethnic backgrou本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。