Anderson R.

Armstrong A.

Ball S.

Ball S. J.

Bell D.

Bhopal K.

Board of Education

Bottery M.

Carr W.

Clark C.

Council for the Curriculum, Examinations and Assessment

de Blij H.

Department for Education and Skills

Department of Education and Science (DES)

Department of Education for Northern Ireland

Department of Education Northern Ireland

Donnelly C.

Dyson A.

Education and Training Inspectorate

European Agency for Development in Special Needs Education

Farrell P.

Fernando S.

Florian L.

Frederickson N.

Friswell J.

Gewirtz S.

Gillborn D.

Hart S.

Hodkinson A.

Home Office

House of Commons Education and Skills Committee

Lawson H.

Lederach J. P.

Leitch R.

Lewis A.

McKinney S.

McLaughlin M.

Norwich B.

Ofsted

Organization for Economic Cooperation and Development

Ozga J.

Qualifications and Curriculum Authority

Riddell S.

Rouse M.

Scottish Executive

Scottish Executive Education Department

Scottish Office Education and Industry Department

Slee R.

Thomas G.

Tomlinson S.

Training and Development Agency for Schools

Troyna B.

UNESCO

Vaughn M.

Warnock M.

Welsh Assembly Government

Ron Smith

Lani Florian

Martyn Rouse

John Anderson

Crossref

Special Education Today in the United Kingdom

This chapter attempts to provide a critical analysis of special needs education within the United Kingdom today. Central to such an analysis is an understanding of the rapidly changing social and political milieu within which special needs education is embedded, including the rapidly changing demographics of schooling, and the devolution of political power into four separate but linked countries - England, Wales, Scotland and Northern Ireland. Following a discussion of such wider social, political and educational issues, the authors thoroughly explore the convergences and divergences in policy and practice across the four devolved administrations. They describe a plethora of contemporary texts within each of the four administrations that speak to the need for special needs education to change in response to 21st century concerns about the problems of access to, and equity in education for all children. Despite this, they explain why they remain circumspect about the potential of such developments to lead to successful inclusive practices and developments on the ground. Their analysis in the last section centres on the issue of teacher education for inclusion and some very innovative UK research and development projects that have been reported to successfully engage teachers with new paradigm thinking and practice in the field of inclusive special needs education.  <br/

Special Education Today in the United Kingdom

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