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nd. In essence it is about equal opportunities for all.,

How far is English schooling successfully 'including' learners with disabilities or special educational needs'? The Chief Inspector of OFSTED, recently indicated that despite most schools being convinced of the benefits of inclusion, most of them in England had failed to improve their provision and the proportion of pupils with special educational needs accepted into those schools, had not changed despite all the legislation.

The newly published Green Paper on special needs schooling suggests an Education, Health and Care Plan (EHCP) for children with SEN, until adulthood. However the recently announced budget cuts, due to lack of funding, does bring into question the implementation of the scheme.

The green paper was based on Ofsted's evaluation of SEN support, published last September, which said that thousands of children are wrongly labeled as having SEN. Ofsted reported that 20% of all school attending children had SEN but only a small percentage (2.5%) of them received the correct care and attention.

In that OFSTED report, looking at Inclusion in English schools, they even indicated that the term 'Special Educational Needs' was over used. Rather interestingly in the UK, although the words inclusion, inclusive education, integration and mainstreaming are used extensively in government documents, they do not appear anywhere in primary legislation [7] .

In essence inclusive education should not focus on individual deficits, but on the barriers to learning those individuals and groups of pupils might face. Every child should be treated equally. It is not the fault of the student, but the fault of the system that has failed. Inclusive education is about standards, it should assume that different groups of pupils are of equal worth and therefore have a right to be included and to learn from each other.
To answer the question posed by the title of this essay it would be difficult to ignore the rhetoric and the negative results of surveys and reports. Ofsted repeatingly talk about inclusion and inclusive education lacking organisation and support. Papers have been written about the lack of communication between, parents, teachers, schools and local authorities. Government legislation is passed, ignoring the rights and opinions of the children involved. The forming of the new Academy structure, at the same time as severe funding restrictions are implemented, over the next 5 years, could have dramatic effects. The perceived lack of training, leaving un-qualified teaching assistants in charge of SEN's. All these point towards a lack of success in including learners with disabilities or special educational needs, in mainstream schooling. Yet Government statistics indicate that one in five children are classed with SEN and although, on the surface, it might appear that the schools are failing these students, that is a considerable number of children moving through the system, no matter how flawed it is.
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