Included or Excluded?: The Challenge of the

Should all children be included in the same schools? Or should some be 'excluded', or at least offered separate provision so that their needs may be more successfully met elsewhere? 'Excluded' is an emotive term. In the context of education, what does it mean? In 2005 the Philosophy of Education Society of Great Britain published a pamphlet by Baroness Warnock in which she expressed serious concerns about the effects of her report on special education, published almost thirty years earlier. Not least of these was the suffering of some SEN children in mainstream schools, who had nowhere else to go since the closure of special schools in their area. Baroness Warnock's concerns raised a storm with the press and with many educationalists and disability groups.

List of contributors	p. vii
Foreword	p. x
Editorial introduction	p. xv
Acknowledgements	p. xxix
Moderate inclusion and the case for special schools	p. 1
A defence of moderate inclusion and the end of ideology	p. 3
Rights, efficacy and inclusive education	p. 15
Children with autistic spectrum disorders	p. 23
Speaking as a parent: thoughts about educational inclusion for autistic children	p. 34
'Jigsawing it together': reflections on deaf pupils and inclusion	p. 42
The road to Marrakesh: reflections on small schools and fragile children	p. 51
Diversity and choice for children with complex learning needs	p. 57
Philosophical and practical perspectives on inclusive education	p. 67
Dilemmas of inclusion and the future of education	p. 69
Reforming special educational needs law: vocabulary and distributive justice	p. 85
Beyond the dilemma of difference: the capability approach to disability and special educational needs	p. 95
The challenge of meeting additional educational needs with or without statements of special educational need	p. 103
But what about the others? Patterns of student achievement in inclusive schools	p. 115
Towards a more inclusive education system: where next for special schools?	p. 128
Visions for the Village: a new framework for inclusive learning	p. 140
Inclusion through technology for autistic children	p. 151
Are some children unteachable? An approach to social, emotional and behavioural difficulties	p. 158
Nurture groups for children with social, emotional and behavioural difficulties	p. 170
Index	p. 183
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Included or Excluded?: The Challenge of the Mainstream for Some SEN Children

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