Inclusion and Education in Europe: The United Kingdom

Abstract

The United Kingdom team investigated policy and practice in relation to students in four key categories of disadvantage, according to participation and achievement data: asylum seekers and refugees; gypsies and travellers; minority language speakers; and looked after children; and. The link between policy and practice was found to be a tenuous one and although there were many examples of good practice documented, few were systematically evaluated or disseminated in ways that would allow others to learn about, adopt or adapt apparently successful initiatives.

Teachers’ Attitudes Towards Inclusive Education: a Cross-National Exploration

“…Taking for granted the diversity of educational systems and teachers’ profiles across different countries (Armstrong et al, 2011 ; Condie et al, 2011 ) such as Greece, Turkey, Malaysia, the UK, the USA, and the relationship of this diversity to the implementation of inclusive education programs, an attempt to suggest a model for attitudes appropriate for cross-national comparison could set a basis for further work in exchanging practices, promoting quality (Ainscow et al, 2019 ) and teachers’ training towards inclusive education (Ainscow et al, 2014 ).…”

“…This is called Special Educational Needs (SEN) support. There are usually 2 levels of support for children with SEN: (a) SEN support, which mainstream state schools must always provide, and (b) education, health, and care (EHC) plans, sometimes called EHCPs when SEN support is not enough to meet a child’s needs (Condie et al, 2011 ). Thus, the structure of the educational system in the UK affects their practices and as a result their positive attitudes.…”