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Original citation: Band, S.A., Lindsay, G., Neelands, J. and Freakley, V. (2011). Disabled students in the performing arts -are we setting them up to succeed? International Journal of Inclusive Education. 15(9), pp. 891-908. Permanent WRAP url:http://wrap.warwick.ac.uk/37602 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work of researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. AbstractProfessional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their performance. In this paper we consider three partnership programmes linking two theatre companies and one dance company with schools that provide high level mainstream training. The programmes were planned to offer paths to progression for disabled students, and we examine what the programmes have taught us about the characteristics of inclusive practice in drama and dance training that can set disabled students up to succeed.

Whereas collaboration between practitioners such as teachers and therapists is relatively well documented, less is known about collaboration between their respective services at managerial level. This article reports on the case-study phase of a national study into provision of services to children with speech, and language needs. The case sites were 15 LEAs and a corresponding health trust partner, 10 self-rated as high collaborators. 57 health and education managers were interviewed about a range of themes relating to the strategic planning of services, collaboration, funding and resource allocation, training and professional development and the involvement of parents. We find extensive recognition of the need for collaboration between agencies, but wide variation in practices across England and Wales. At strategic level, various factors appear to facilitate joint planning, although constraints operate at several levels. Tensions in the current system are explored, with particular reference to how to achieve equitable distribution of resources whilst working towards an agenda of inclusive education.

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