Fewer pupils are now educated in special schools, but there has been a major growth in the number of pupils with Statements in mainstream schools; inclusive education poses a series of major challenges to an already challenged education system. The authors ask what the limits to inclusion are, and raise and explore answers to the question of how far effective schools can be inclusive. They examine the assumptions of the Green Paper review of special educational provision and analyse the proposal contained in the SEN Action programme.

Author Biography

At the time of publication, Ingrid Lunt was Reader in Educational Psychology at the Institute of Education, University of London. At the time of publication, Brahm Norwich was Professor of Special Needs Education at the Institute of Education, University of London.