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.