Even with the implementation of various legislations, research has shown that children with SEN are achieving lower results opposed to those who do not. The Department for Education (2014) has revealed that the percentage of pupils with SEN achieving five or more GCSE’s at grade A* to C or equivalent was 30.8 percent in the previous year. Children with no identified SEN were achieving this at 89.4 percent. This questions the effectiveness of today’s education for children with SEN. Since the Warnock Report (1970), there has been substantial change in the way education (Clark et al. 1997). With the addition of statements and providing teachers with the proper training, there still does not seem to have a vast improvement on the children’s attainment.
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From not including these children and branding them with labels to engaging them in mainstream education, inclusive education for children with SEN has been fluctuated. Despite the two acts and report having an impact, there have been heavy criticisms, especially with categorising and segregating children depending on their needs. However, each has contributed to the development of inclusive education though arguably, it could be improved. The notion on whether all children should be able to attend mainstream education has raised serious debates, with claims that special schools whilst others argued that differences in mainstream education is best. Evidence from previous years has shown that children with SEN are still struggling with reaching the attainment set by the national curriculum, despite changing and development of new legislations. It has been argued that attitudinal barrier has played an influence on this, not the child and that society should change their views of children with SEN in order to achieve a higher success of inclusion and inclusive education. Furthermore, teachers should be able to alter policies to best suit their pupils needs. Everyone is individuals and not all would have their needs met by following the same curriculum designed for everyone else. Parents should also have more contribution towards their child’s education, ensuring a higher chance of the child receiving attention and support needed. Arguably, doing this could contribute to the stability of inclusive
From not including these children and branding them with labels to engaging them in mainstream education, inclusive education for children with SEN has been fluctuated. Despite the two acts and report having an impact, there have been heavy criticisms, especially with categorising and segregating children depending on their needs. However, each has contributed to the development of inclusive education though arguably, it could be improved. The notion on whether all children should be able to attend mainstream education has raised serious debates, with claims that special schools whilst others argued that differences in mainstream education is best. Evidence from previous years has shown that children with SEN are still struggling with reaching the attainment set by the national curriculum, despite changing and development of new legislations. It has been argued that attitudinal barrier has played an influence on this, not the child and that society should change their views of children with SEN in order to achieve a higher success of inclusion and inclusive education. Furthermore, teachers should be able to alter policies to best suit their pupils needs. Everyone is individuals and not all would have their needs met by following the same curriculum designed for everyone else. Parents should also have more contribution towards their child’s education, ensuring a higher chance of the child receiving attention and support needed. Arguably, doing this could contribute to the stability of inclusive