Alan Millward

Theories of Inclusion, Theories of Schools: deconstructing and reconstructing the ‘inclusive school’

The Governments recent commitment to inclusive education aligns En- glish policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this more inclusive direction. It finds, however, that their attempts were beset by difficulties and ambiguities which call for an explanation. It considers, and finds inadequate, accounts within the literature in terms of theories of educational change, theories of inclusive schools and micro-political theories. These accounts, it argues, need to be supplemented by a perspective which sees responses to diversity as being beset by dilemmas arising from contradictory imperatives within mass education systems. Such a dilemmatic perspective suggests that movement towards inclusive schooling is likely to be more problematic and more complex than we have supposed.

Supporting pupils with special educational needs: issues and dilemmas for special needs coordinators in English primary schools

This paper reports the responses of Special Needs Co-ordinators (SENCOs) in primary schools to a survey undertaken in three local education authorities in the north-east of England. The role of the SENCO has been subject to increasing prescription and guidance. Although policy-makers would like SENCOs to take a more proactive role in the process of curriculum and school development, it has become clear that in making this transformation many are experiencing a number of difficulties. In comparing these difficulties to ones reported in a previous study the existence of a number of problems are highlighted which apparently remain stubbornly resistant to current advice and guidance.

Evolution or Revolution: dilemmas in the post ERA management of special educational needs by local authorities

Abstract The management by local education authorities (LEAs) of provision for special educational needs has long proved problematical, especially in mainstream schools. In the period following the 1981 Education Act, many LEAs sought to develop a ‘continuum of provision’ by the central direction of resources into the mainstream, but with limited success. In the wake of the 1988 Education Act, LEAs will need to pursue a more collaborative approach to the development of special needs policy. Examples of such approaches are studied and a model of an interactive relationship between schools and LEAs is proposed. Finally, the implications for LEA support services are discussed together with suggestions of a distinctive role for institutions of higher education.

LEA Responses to the Management of Special Education in the Light of the Code of Practice

Using evidence from five case studies this paper discusses the responses of five LEAs to the management of special education in the light of the new policy context created by the Code of Practice. The structure of an emerging model of governance is illustrated, defined along the dimensions of values, LEA role and management systems. The findings of the investigation are reported with regard to the crucial areas of value commitment to the concept of community, and the LEA role of strategic leadership. Critical issues for local and central government relations in the area of special education are also identified and discussed. The research reported in this paper was supported by the Joseph Rowntree Foundation.