POKESDOWN PRIMARY SCHOOL, Bournemouth; Physical accessibility throughout the school can assist with inclusion, as with ramps in this school.


Increasing pupil support, whether educational, social or medical, is a key plank of inclusion.

'Where all children are included as equal partners in the school community, the benefits are felt by all.'
Secretary of State, Excellence for all Children (1997)

The Government is committed to promoting inclusion of pupils with Special Educational Needs (SEN) and disabilities into mainstream schools as part of a wider range of policies that recognise and celebrate human diversity. The Special Educational Needs and Disability Act (2001) strengthens the rights of pupils with Special Educational Needs to be educated in mainstream schools. It places new duties on providers to make reasonable adjustments so that disabled pupils are not at a significant disadvantage. There is also a duty to plan for increased accessibility to schools' premises.
Inclusion has a number of meanings all of which have an impact on the school fabric:
• Education within mainstream schools of an increasing number of children with disabilities;
• A broad mix of children ­ in terms of ability, needs, background, etc ­ in a single school;
• Participation of children in the full range of opportunities provided by a school, including access to the full curriculum and involvement with social and community activities.

The green paper Excellence for all Children (1997) proposed that as many pupils as possible should be educated in mainstream schools. There are many overlaps between the increased community use of schools and increased inclusion. 'Inclusion' refers principally to a wide range of learners attending the school full time and 'community' refers to other, part-time users.
One of the key effects of greater inclusion is an increase in pupil support, whether educational, social or medical. The number of para-professionals working in schools has grown considerably in recent years. Outside agencies are also bringing other professionals, such as educational psychologists or social workers, into schools. Schools are also working more closely with parents, encouraging them into schools for meetings and general support. Where there are linked facilities on site, such as health and social care, children with special educational needs and their families can benefit.
All pupils need good pastoral support if they are to succeed in their education and also feel part of the school community. There have been a number of initiatives that aim to improve opportunities for pupils who are not reaching their potential. Arrangements such as mentoring, counselling and house systems can not only help pupils feel more positive about their school experience but also reduce behavioral problems.