The Impact of SEND on Pupil's Participation and Learning

This article discusses the impact of Special Educational Needs and Disability (SEND) on the participation and learning of pupils. It explores the barriers faced by SEND pupils and emphasizes the importance of inclusive practices in schools.

SENCO Award

Table of Contents
Table of Contents.............................................................................................................................2
INTRODUCTION...........................................................................................................................1
PART A...........................................................................................................................................1
Defining inclusion.......................................................................................................................1
PART B...........................................................................................................................................5
The way in which SEND affect pupil’s participation and learning.............................................5
THE STRATEGY............................................................................................................................7
Justification of the strategy..........................................................................................................7
Implementing, monitoring and evaluating the strategy...............................................................8
CONCLUSION..............................................................................................................................11
REFERENCES..............................................................................................................................12

INTRODUCTION
SEND (Special educations needs and disability) can be defined as a type of learning
disability for a child. Such types of children need proper support and health care so that they can
complete their education properly. Present essay is based upon the critical review of the notion of
inclusive education and demonstration of understanding of strategies for making improvements
for people with SEND. For the purpose of analysis, the organisation which is selected for this
essay is Spot Light Youth Club (Cowne, Frankl and Gerschel, 2018). It is a multi-million pounds
creative youth space which is mainly designed to inspire. It was established by young people for
young people having special types of education need and disability. It has partnered with
different organisations such as University of the Arts London, IMD Legion, Whitechapel
Gallery, National Theatre, The Tower project etc. It is a unique place which is open for all and
mainly focused with growing the young talent. This essay is separated in three parts. Part A is
based upon the detailed analysis of inclusion and comparison of different definitions of it. Part B
is focused with analysis of the way in which SEND is affecting participation and learning of
people who are affecting by it. The third part which is the strategy is based upon selection and
justification of a strategy along with its implementation, monitoring and evaluation.
PART A
Defining inclusion
Inclusion could be defined as a model which facilitates the children with special needs to spend
their time with those who are not having special needs. It specifies that all the individuals
regardless of their health care needs, disabilities or abilities have the right to get proper respect
and appreciated for their work as the individuals who are normal. Inclusion also states that all the
students with special educational needs and disabilities should participate in recreational
activities in neighbourhood settings. If it will be focused by all the schools and educational
institutions then it will be very easy for all the children to learn acceptance of other people who
are having special needs. With the help of it, they will also be able to learn that every individual
person has their own unique abilities. Students learn from each other and by working together
they will be able to create good relations with each other. It will help to establish a positive and
familiar environment for students with SEND (Curran, 2019). It will be beneficial for them to
learn and get educations like the normal children. With the concept of inclusion, schools and
1

youth clubs will be able to help the children to reach their developmental potential. Main
objective of inclusion is to embrace all the individuals irrespective of gender, disability, mental
or heath needs and race.
Inclusion is mainly focused with providing equal opportunity to all the students and getting
rid of any type of intolerance or discrimination. It also leaves impacts upon all the aspects of
public life. There are various advantages of inclusion. It results in increased social networks,
initiations and relationships. Apart from this, it also enhances the achievement of IAP goals. It
creates greater access to the general curriculum and improved the skill generalisation and
acquisition (Curran, Mortimore and Riddell, 2017).
There are various definitions of it, one of them is, Inclusion is a term which embraces the
societal ideology. All the individuals with SEND it secures opportunities for students with
disabilities to learn with those who are not affected by SEND (Definition of inclusion, 2020).
Another definition of inclusion states that, students who are having special needs should
experience the school as much as possible just like those who are not having the special needs or
care (Definition of inclusion, 2020).
Both the above definitions are different but the aim of them is same. These are focused
with providing education of all the children whether they are affected by SEND or not equally. It
is right of every child to get proper education so that educational needs could be fulfilled. The
main overlapping with the first definition is that most of the schools and educational institutions
are not following inclusion and due to this all the students with SEND are not treated same as the
others. Overlapping with the second definition is that inclusion should be a part of upbringing
rather than education as it will help the children to treat especially able individuals like normal
people. If it will not be focused by their parents than it will be very difficult for them to learn it
in school. Due to these inconsistencies, it will be very difficult for educational institutes to make
sure that the normal students will be treated same as the other individuals. In order to make sure
that each and every student gets the same opportunity like others it is very important for families
to teach their child to treat every person equally whether they have special need and care or not
(Dobson and Douglas, 2020).
Inclusive practice can be defined as an approach of teaching which is focused with
recognition of diversity of children that enables all the students to access the content of course
and take proper participation on learning activities. Apart from this, it also pays attention towards
2

making sure that all the students demonstrate tehri knowledge and strength at the assessments so
that it could be analysed that their educational needs are fulfilled or not. In other words, it could
be defined as the procedures which identifies, understand and breaks down all the barriers which
are affecting equal participation of young people in educational activities. It is very important for
all the schools to pay attention towards inclusive practice as it promotes the culture of equality
and diversity and also provide same opportunities to all the students to get education. It
encourages the development of highly flexible attitudes and policies for day to day activities so
that students with SEND can meet their education related objectives (Dobson, 2019).
SEND is the special educational needs and disability and it is very important for all the
students who are affected by it to be treated same as the normal students. Inclusive practice is
linked with this area of development as it promotes diversity and equality in the schools and
youth clubs. If it will be focused by all the educational institutes then it will be very easy for all
the students with special needs and care to get education and opportunities that they deserve.
There are various principles of inclusive practice these are being flexible, being equitable,
working collaboratively and supporting personalisation. By following all of them a school will
be open to change the behaviour of students and become versatile, ensure consistency and
involve all the students to perform all the educational tasks collaboratively. Apart from this, by
paying attention towards inclusive practice all the youth clubs such as Spot Light will be able to
recognise that successful learning and teaching is governed by personal difference or not.
In order to make sure that inclusive practices are focused by the youth clubs the owners
or the senior authority can make sure that educators are having proper training, enough resources
and flexible nature to teach all the students with special needs. The main focus of it is that all the
children are provided with same opportunities to succeed in life by ignoring their back ground,
abilities, disabilities and special needs. There are various benefits of it for the youth clubs as well
as the students. With the help of it, all the students will be able to be an important part of the
community (Done, Murphy and Bedford, 2016). All of them will be able to develop sense of
belonging and become a better person to deal with life challenges. Apart from this, inclusive
practice provides better learning opportunities to all the students with special educational needs
and disabilities. Inclusive practice and equal education to all the students with SEND are linked
with each other as it provides proper learning opportunities to all the individuals without any
type of discrimination.
3

Spot Light Youth Club believes that all the students should be treated equally and they all
should be respected. Apart from this, it is also focused with creating and welcoming and safe
environment for all the individuals. It is following the concept of inclusion and it could be
analysed with its focus towards making possible efforts to create an environment where each and
every individual could be treated inclusively. It believes that it is very important to establish trust
for all the people who are part of it and for this purpose, it creates relationship with all of them
by following the concept of inclusion. Spot Light encourage everyone to make cure that they
contribute to a culture which is enjoyable and engaged for youngsters, staff team, community,
volunteers etc. The vision of it is to be the leading creative youth destination by providing
opportunities to all the individuals for inspiration and growth. It is paying attention towards
creating a lace where all the young people can think creatively and gain their confidence so that
they can pursue all their future goals. It also makes sure that all the individuals who are part of it
are treated equally without any type of discrimination so that inclusive practices could be
performed successfully (Done, Murphy and Watt, 2016). There are various types of services
which are provided by it. These are art and broadcasting facilities, dance boxing, fashion, styling,
film etc. In order to make sure that it meets expectations of all the young people who have joined
it, it has partnered with different entities. Some of them are The Tower Project, IMD legion etc.
Its aim is to inspire successful future by offering world class programs to all the students. It also
empowers the enjoyable environment for all the individuals whether they are having special
needs or not. Main purpose of performing inclusive practices is to assure that equal opportunities
to all the students should be provided to grow and get developed.
In Spot Light Youth Club inclusive practices looks like the main focus of top authorities.
They make sure that all the educators are treating all the students equally apart from this, a
positive environment for people with SEND is also created so that they can enjoy the learning. It
inspires all the individuals to make sure that they are treating each other equally so that they
could also promote the inclusive practices of it. According to Spot Light young people have been
the central to the creation of it and it works for developing their talent so that it can facilitate
them to meet their future goals. All the students whether they are having special needs or not
they are treated equally and any type of discrimination on the basis of background, race,
disability etc. is ignored by it and all the staff members of it (Esposito and Carroll, 2019).
4

In earlier years there were no specific regulations for inclusion or inclusive practices for
schools but with the time different statutory and regulatory practices were introduced for this
purpose. Some of the rules that are related to inclusion are education for all handicapped children
act, individuals with disabilities education act, no child left behind act, individualised education
programs, students with disabilities and postsecondary school. These were the changes which
were made in the statutory and regulatory context of inclusion. Due to introduction of all these
acts it was very important for all the schools to make sure that they are not discriminating among
the children with SEND. With the help of it, all the students with special needs were able to get
proper education and make a bright future. The changes in the statutory and regulatory context
resulted in positive impacts upon the inclusive practices because all of them were highly focused
with the education of students with SEND. The acts were beneficial for the students as all of
them were imposed to make sure that educational requirements of all the children should be
fulfilled.
PART B
The way in which SEND affect pupil’s participation and learning
SEND (Special Educational Needs and Disability) is a type of disability which affect the
participation and learning of individuals as due to this they are not able to learn as faster as the
normal people can learn. There are various barriers for the students with SEND to participate in
educational activities and learn easily. Some of them are anxiety, fatigue, pain, low working
memory as compared to the normal students, delayed emotional development, weak ability to
understand social communication, unable to record work which reflects tehri ability etc. Apart
from this, there are several other barriers which are affecting participation and learning of SEDN
pupil. These are weak ability to handle their own work, overthinking, lack of support from peer
group etc. These are some of the major causes due to which SEND pupil are not able to take part
in educational programs and learn easily as compared to the normal people (Esposito and
Carroll, 2020).
In some of the educational institutes there is lack of support of educator which also leaves
negative impact upon the learning of SEND people. It is the main responsibility of all the schools
to make sure that they are implementing the inclusive practices as it will facilitate all the
individuals to learn properly. The barriers leave impact upon the ability of students with special
5

needs to enjoy the learning same as the others because it reduces their social interaction and
affect the ability to take part in educational activities.
According to Fitzgerald and Radford, (2017), one of the main factors which is affecting
learning and participation of all the SEND pupil is their learning disabilities. When they will be
not able to learn properly then it will affect their participation. All the individuals with SEND are
not able to understand the educational material as faster as the normal students does. They need
special educator who understands their requirements and feelings. It will facilitate them to
interact and become socialise. It will be beneficial for them to make sure that they take part in
the activities that are conducted in the class room for them. Because of learning disability all the
SEND pupil is not able to understand the taught content easily and sometimes it also results in
lack of self-motivation. Due to this, they also lead towards social withdrawal as they think that
they are not able to study in the normal people. In order to deal with this challenge, it is very
important for the school management team to make sure that they try to implement the inclusive
practice as it may result in a positive learning environment for all the students.
SEND pupil is also not able to participate in learning activities because of lack of social
interaction. All the students with special needs do not interact with others as they are not able to
communicate properly. Due to this, they do not have any social network or relationship. Normal
people have many friends and if they are not able to learn anything then they can take help of
them. On the other hand, students with SEND have no one to talk and due to this their ability to
learn easily is very weak. In order to enhance their participation, it is very important for the
school staff to make sure that equal opportunities to all the students are provided. Apart from
this, it is also very important for the top management of youth clubs to ensure that a positive
learning environment is established for all the individuals so that they can learn easily. If
inclusive practices will be focused by schools then it will be very easy to reduce the impacts of
external forces upon participation and learning of SEND pupil (Fitzgerald and Radford, 2020).
School factors are also some of the forces which are affecting participation of SEND
pupil. If the authority of school is not able to place a value on education and not work for
meeting the needs of all the students then it will be very difficult for students with send to learn
properly. Some of the teachers in schools are not focused with career and future of students and
due to this they do not put efforts for the students who are physically or mentally challenged. It
leaves negative impact upon learning of SEND pupil. When the educators will not be highly
6

focused with making sure that each and every student is able to learn properly where they are
having special needs or not then it will be very difficult for students to get educated.
One of the main factors which are affecting the participation and learning of SEND pupil
is physical or mental disability. When the students in schools will be disable then it will be very
difficult for them to take part in educational activities. Apart from this, they will also not able to
learn properly. Such individuals require proper care and support of peer group, parents as well as
the educators. If they will not be able to get support of all of them then it will be very difficult for
the SEND pupil to learn or take part in class room activities (Hordern and Simon, 2017).
Students with SEND have various types of disabilities and needs and they require more
attention and care as compared to the other individuals who are not having any type of special
need or disability. It is very important for all the school staff and top authority to make sure that
they are following inclusion and performing inclusive practices. It will be beneficial for SEND
pupil to learn easily, establish social network and take part n educational activities. When
inclusion will be followed by youth clubs then it will help the individuals with special needs to
get in touch with others who treat them same as normal people. It will also result in increased
and improved learning along with higher participation in class room activities.
THE STRATEGY
Justification of the strategy
One of the main strategies which are required to be focused by youth clubs such as Spot
Light is applying inclusive practices and following the concept of inclusion. With the help of it,
discrimination among individuals with SEND and normal people will be reduced. It will guide
all the educators to make sure that they are treating each and every student equally. Apart from
this, it will also help the persons with special needs to get support of their peer group as well as
the educators. It is currently focused by the youth club but it is very important for the top
management to analyse that all the individuals whether these are students or the educators are
following the concept of inclusion (Howard-Price, 2018). The senior authorities of Spot Light
assure that all the persons within the youth club are treated equally and the main focus of them is
to bring out their hidden talent.
Marketing strategy for SPOTLIGHT is good but it can improve it and make it better. For
this purpose, it can conduct market research by doing SEND students assemblies so that SEND
7

student can participate along with the normal students. Apart from this, the parents of normal as
well as SEND individuals could be contacted to aware all their children to ignore biasness and
treat each other equally.
The Youth club was mainly established with the objective of inspiring the successful
young future. The committee of it is focused with the creation of world-class creative youth
space and in order to fulfil it the staff members of the entity are working collaboratively by
following the inclusive practices. According to the management of Spot Light each and every
child have some abilities and disabilities and they do not treat them on the basis of their
disabilities they treat them on the basis of their talent. The current practices of the youth club are
evidence based because in the ethos of it, it is mentioned that it does not discriminate among the
students and they treat all of them inclusively (Lewis, 2017).
This strategy of Spot Light Youth Club will be beneficial for pupil with SEND as it will
provide them opportunity same as the normal children. Apart from this, when inclusive practices
will be followed with in the club then it will help the special need children to interact with
others. It can help them to create a social network for themselves where they can communicate
with others easily. Inclusive practices will be advantageous for SEND pupil because with the
help of it, normal individuals will treat them same as others. The staff members and educators
will provide them same opportunities just like the other students who are not having any type of
special need or disability. It can help to build a positive world for the individuals who are not
able to learn easily.
According to Martin-Denham and Watts, (2019), inclusive practices are required to be
focused by all the education institutes as it helps SEND pupil to bring out their actual talent and
help them to meet tehri career goals. This strategy can help those children who are not accepted
by society to be the part of community and develop the sense of belonging. Apart from this, they
can become better prepare for living life in the society as an adult or children. Additionally, it
also provides them better opportunities for learning in schools and youth clubs (Woods, James
and Hipkiss, 2018).
Implementing, monitoring and evaluating the strategy
Changes that are required to be made: It is very important for the society to make sure
that change in their behaviour towards individuals with SEND is changed. It is right of each and
every person to get education and opportunities to develop talent just like the normal individuals.
8

In order to bring the change, it is essential to start from the family as well as the primary schools.
If the educators and parents will teach their kids to treat each and every person equally then it
will inspire them to make connection with students with SEND. When schools will follow the
concept of inclusion then it will be very important for all the educators as well as other students
to respect the children with special needs (Muscutt, 2020). The change in the behaviour of
society towards the individuals with special needs and ability could take place with very initial
stage which is the family as well as the school. Parents are the first teacher for a kid if they will
teach their child to ignore any type discrimination on the basis of race, nationality, disability,
background etc. then it will be very easy to build a positive world for the SEND pupil
(Winwood, 2016).
The way in which changes will be implemented: In order to implement the change, it is
very important for the legal authorities as well as the management of schools or youth clubs such
as Spot Light to make sure that inclusive practices are followed by them. While implementing
the changes it will be very important for senior authority of Spot Light to set guidelines for all
the students and educators to be humble with all the SEND pupil. It will help to implement the
inclusive practices successfully and also result in creation of a better place for the individuals
with SEND. Apart from this, the managers, facilitators, teachers etc. in the youth club will be
responsible to make sure that all the students are treated equally and they will be provided with
same opportunities. It is essential to make sue that individuals with special needs are able to meet
their career goals as inclusive practices will help to develop their qualities and bring best out of
them. If the youth club will not follow the concept of inclusion then it may leave negative impact
upon future of children with special needs and disabilities (Ní Bhroin and King, 2020).
The individuals who will be involved in change process: While planning to implement
the inclusive practices it is very important for the senior authority of Spot Light to make sure that
different people are involved in it. These are parents of all the students, staff members,
specialists, SEND pupil and other students. If they will be involved in the implementation of
inclusion then it can help to make a better place for children with special needs. Parents are
required to be engaged as they can teach their child to be humble and good with the students who
are having learning disabilities. Staff members working with Spot Light are also required to be
involved as it will be their responsibility to make sure that they are providing opportunities to all
the students equally. Apart from this, they will also be responsible to make sure that they are not
9

discriminating among the students. Strategic managers are required to be involved as it is their
responsibility to analyse that the rules that are made by them for teachers and students are
followed by them or not. Students are also required to be involved as their support will help
SEND pupil to have a social network where they will be having friends with whom they can
interact easily. Specialists are also required to be involved as they can guide the teachers and
normal students to treat the individuals with special needs properly (Pulsford, 2019).
The role: The main role in the implementation of inclusive practices will be strategic
manager. The main responsibility of the manager will be to make sure that all the individuals
within the youth club are following the rules that are made for them to treat all the SEND pupil
properly. Apart from this, manager will also be responsible to assure that all the children with
special needs are comfortable. All the arrangements for their learning and other activities were
also required to be made by strategic manager. In order to make sure that the whole youth club is
treating all the SEND pupil properly or not it is very important for to analyse that they are
focusing upon the guidelines that are set by the specialists. While trying to make a better place
for special needs children it is essential for strategic manager to assess that their needs are
fulfilled or not. It will also be required to be determined that they are having a positive
environment and comfortable surrounding while learning or not (Ramshaw, 2017).
The way in which change will be monitored: The strategy manager is also responsible
to monitor the changes that are made in the strategy to create a better place for SEND pupil so
that they can learn easily. For this purpose, manager will be required to make regular visits in the
class rooms where the children are studying. It will also be very important to interact with the
individuals with disabilities and ask them about the things that are affecting them. The
implementation of strategy will produce the data which could be analysed to make sure that all
the individuals with special needs are treated properly by the youth clubs or not. It can help to
conduct the study to analysis which is highly focused with the analysis of the way in which
SEND pupil are required to be treated by all the individuals around the world. The strategic
manager will be required to generate the data by analysing that the changes are implemented
properly or not. If any of the authority in the club is not following the inclusive practices then
strict action against them is required to be taken as it is very important to provide equal rights to
the individuals with special need to learn (Slee, 2018).
10

The way in which data will be used to evidence the progress: The data which will be
gathered with the help of monitoring process will be used to evidence the progress. With the help
of it, the manager will be able to determine that the policies that are focused with inclusive
practices are implemented properly by the staff members or not. Apart form this, the data will
also be used to make sure that the students with special needs are getting proper treatment from
the side of staff (Tummons, 2020).
The way in which strategy will be evaluated: In order to evaluate the strategy, strategic
manager will be required to analyse the results of strategy. For this purpose, the ability of
learning on SEND pupil will required to be measured. It will be the best way to evaluate strategy
and also determine the implication of it on the learning ability of students with special needs. It is
very important to make sure that all the students and teachers in the club are following the
concept of inclusion. It will be beneficial to evaluate its results (Szeto, Cheng and Sin, 2020).
What steps will be taken if there was no limited progress: When it will be analysed
that the progress is limited then the strategic manager will be required to be strict and ask all the
teachers and students to follow the rules that are related to inclusive practices. It will help to
enhance the progress and create a better place for the individuals with special needs.
CONCLUSION
From the above project report it has been concluded that inclusion is a type of approach
which is mainly focused with treating all the individual equally. It is very important for all the
schools and youth clubs to make sure that they are following the concept of it as it will help to
provide equal opportunities to the individuals who are affected by SEND (Special Educational
Need and Disabilities). In order to create a better place for such people it is essential for youth
clubs to perform inclusive practices. It can help them to learn properly and get support of their
teachers as well as the class mates. There are various types of factors which are affecting
learning and participation of SEND pupil. These are limited social network, disabilities to learn
easily, weak ability to manage work by their own etc. It is the main responsibility of parents to
make sure that their child is not discriminating on the basis of physical or mental disability. For
this purpose, they are required to teach their children from initial stage to respect others and
always remain humble with them. This can help to create a better place for the special needs
children where they can learn and enhance their talent and reach the career goals.
11

REFERENCES
Books and Journals:
Cowne, E., Frankl, C. and Gerschel, L., 2018. The SENCo Handbook: Leading and managing a
whole school approach. Routledge.
Curran, H., 2019. ‘The SEND Code of Practice has given me clout’: a phenomenological study
illustrating how SENCos managed the introduction of the SEND reforms. British
Journal of Special Education, 46(1), pp.76-93.
Curran, H., Mortimore, T. and Riddell, R., 2017. Special Educational Needs and Disabilities
reforms 2014: SENCos’ perspectives of the first six months. British journal of special
education, 44(1), pp.46-64.
Dobson, G.J. and Douglas, G., 2020. Who would do that role? Understanding why teachers
become SENCos through an ecological systems theory. Educational Review, 72(3),
pp.298-318.
Dobson, G.J., 2019. Understanding the SENCo workforce: re‐examination of selected studies
through the lens of an accurate national dataset. British Journal of Special
Education, 46(4), pp.445-464.
Done, E., Murphy, M. and Bedford, C., 2016. Change management and the SENCo role:
developing key performance indicators of inclusivity. Support for Learning, 31(1),
pp.13-26.
Done, L., Murphy, M. and Watt, M., 2016. Change management and the SENCo role:
developing key performance indicators in the strategic development of
inclusivity. Support for Learning, 31(4), pp.281-295.
Esposito, R. and Carroll, C., 2019. Special Educational Needs Coordinators' Practice in England
Forty Years on from the Warnock Report. In Frontiers in Education (Vol. 4, p. 75).
Frontiers.
Esposito, R. and Carroll, C., 2020. Special Educational Needs Coordinators’ Practice in England
40 Years on From the Warnock Report. Warnock 40 Years On: The Development of
Special Educational Needs Since the Warnock Report and Implications for the Future.
Fitzgerald, J. and Radford, J., 2017. The SENCO role in post-primary schools in Ireland: victims
or agents of change?. European Journal of Special Needs Education, 32(3), pp.452-466.
Fitzgerald, J. and Radford, J., 2020. Leadership for inclusive special education: a qualitative
exploration of SENCOs’ and principals’ Experiences in secondary schools in
Ireland. International Journal of Inclusive Education, pp.1-16.
Hordern, J. and Simon, C.A. eds., 2017. Placements and Work-based Learning in Education
Studies: An introduction for students. Taylor & Francis.
Howard-Price, A., 2018. Time to strengthen the role of the SENCO. Practical Pre-
School, 2018(210), pp.8-9.
Lewis, T.F., 2017. Special Educational Need Coordinator (SENCO) wellbeing: a mixed methods
exploration of workplace demands and effective coping actions (Doctoral dissertation,
University of Birmingham).
Martin-Denham, S. and Watts, S., 2019. The SENCO Handbook: Leading Provision and
Practice. SAGE Publications Limited.
Muscutt, J., 2020. Child Rights, Disability, School and Educational Psychology and Inclusive
Education. In International Handbook on Child Rights and School Psychology (pp. 501-
514). Springer, Cham.
12

Ní Bhroin, Ó. and King, F., 2020. Teacher education for inclusive education: a framework for
developing collaboration for the inclusion of students with support plans. European
Journal of Teacher Education, 43(1), pp.38-63.
Pulsford, M., 2019. ‘I could have been the caretaker in a suit’: men as primary school SENCos in
an era of change. Education 3-13, pp.1-13.
Ramshaw, E., 2017. The post-16 Senco handbook: an essential guide to policy and practice.
Taylor & Francis.
Slee, R., 2018. Inclusive education isn't dead, it just smells funny. Routledge.
Szeto, E., Cheng, A.Y. and Sin, K.K., 2020. Still not inclusive? A critical analysis of changing
the SENCO policy in a Chinese school community. International Journal of Inclusive
Education, 24(8), pp.828-848.
Tummons, J. ed., 2020. Professionalism in Post-Compulsory Education and Training: Empirical
and Theoretical Perspectives. Routledge.
Winwood, J., 2016. Leading and managing for inclusion. Inclusive education. Perspectives on
pedagogy, policy and practice, pp.23-22.
Woods, K., James, A. and Hipkiss, A., 2018. Best practice in access arrangements made for
England's General Certificates of Secondary Education (GCSEs): where are we 10 years
on?. British Journal of Special Education, 45(3), pp.236-255.
Online
Definition of inclusion. 2020. [Online]. Available through:
<http://www.prsdmb.ca/programs/student-services/what-is-inclusion/>
Definition of inclusion. 2020. [Online]. Available through:
< https://www.specialeducationguide.com/pre-k-12/inclusion/>
13