Mainstream primary and secondary schools are increasingly committed to the inclusion of students with Tourette Syndrome (TS). This qualitative study explores teachers' perceptions of factors that have contributed to, or hindered, their success in creating an inclusive environment for children with Tourette Syndrome (TS). Eight teachers (two males,…

Transitioning to adulthood presents particular difficulties for young people on the autistic spectrum. This review looks at the views of key stakeholders regarding the transition to adulthood and associated support, within the UK. Four databases were searched and of the 564 initial results, nine papers met the inclusion criteria. A framework…

Inclusion of special educational needs and disabilities (SEND) in the UK mainstream school provision has been identified as a human right in the United Nations Convention for the Rights of Persons with Disabilities (UNCRPD). The UK Children and Families Act of 2014 stipulates that children in mainstream school provision must have access to…

Since the advent of the ideology of inclusion, several concerns have been raised worldwide regarding the effectiveness of its implementation. In the UK, governmental evidence suggests that maintaining pupils with special educational needs and/or disability (SEND) within mainstream school settings, is one of the greatest challenges (DfE, 2018).…

Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up-to-date knowledge of what the dyslexia label…

With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts,…

Disability legislation demands inclusive institutional policy and practice to meet the needs of the growing numbers of students disclosing specific learning difficulties (SpLD)/dyslexia. However, surveys of provision indicate mixed levels of student satisfaction. Institutions need to be able to monitor the extent to which their practice embodies…

The need for reflection is widely written about and positioned as a key aspect of continuing professional development. This paper examines the manner in which practitioners are encouraged to be reflective within the English system and the barriers they face. It questions whether such a complex, reaffirming system can allow for genuine critical…

Progress towards inclusive education has been linked to the professional development of teachers, including their initial training. This study explores the range and nature of the experiences that students bring to a one-year Post Graduate Certificate in Education course for prospective secondary teachers in England. The data was gathered through…

Over the last few years we have engaged children and young people in participatory photography projects in a diverse range of international contexts. The projects, diverse as they are, have been school-based and primarily focused on students' experiences of educational inclusion/exclusion. Photographs taken by students can stimulate conversations…

During the past ten years in the UK there has been a considerable increase in the number of teaching assistants (TAs) appointed to work alongside teachers in schools. A significant number of these colleagues are appointed to support pupils with special educational needs (SEN), including those with social, emotional and behavioural difficulties…

The challenge of inclusion makes timely a review of the assumptions and precepts about teaching and learning that have dominated the discourse of special education. These have led to methodological and technical predilections which we argue have been damaging for pedagogy and for learners, often moving the focus away from the tacit knowledge and…

The changing British society with new commitments to educational inclusion for disabled people should mean increased individual freedom of choice and greater chance of participation. However, juggling this with the continuing emphasis on education for the economy brings the danger of new forms of social exclusion of those who do have different…