The problem is that inclusion in England is simply rhetoric with no real substance

Abstract

This article reflects on government statistics that show that an increasing number of learners are being marginalised from mainstream education despite the UK's commitment to inclusion. Unclear definitions, rhetoric and a focus on placing the problem within the learner lead to an increasing demand for compensatory approaches. Instead, recognition is needed that the mainstream education system is not working and that this leads to school failure. Policy should be directed at building capacity, removing barriers to participation and shifting funding and resources towards prevention, thus reducing the need for individualised compensatory approaches.