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ERIC Number: EJ1450295
Record Type: Journal
Publication Date: 2024-Nov
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-2141
EISSN: EISSN-1467-9604
Available Date: N/A
Personal Reflections on Inclusion
Support for Learning, v39 n4 p193-197 2024
The Special Educational Needs and Disability (SEND) landscape in England is bleak. Since the COVID-19 pandemic, the number of pupils with SEND has increased. There is a shortage of places available in specialist SEND provision, and many pupils with SEND are being educated in alternative provision settings which arguably do not meet their needs. Mainstream schools are struggling to meet the needs of pupils with increasingly complex needs and there has been a lack of financial investment in specialist support services, resulting in delays to assessments and interventions. Drawing on personal and lived experience, I argue that impairment can be painful and sometimes disabling. I argue that although social model has made a significant difference to the lives of disabled people, its ambition has not been fully realised. Disabled people still experience discrimination within education, housing, employment and in other areas. I argue that "impairment" is real, painful and disabling and can result in personal struggle. I therefore make the case that people with impairments require additional support as a 'step up' to guarantee equality of opportunity. Urgent investment is required in specialist SEND services to ensure that unnecessary struggle is avoided.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A