There are various definitions/perspectives on the issue of inclusion – all of which have evolved over time. Inclusion falls under the umbrella of Special Needs or SEN for short. The ongoing issue of SEN and how curriculum and general education provision is to be offered to children with disabilities and/or learning difficulties historically has been a source of controversy to this day. In the past, students with disabilities were automatically placed in ‘special schools’ and given their education in a different manner compared to the students in mainstream schools, but the argument began when educators and parents alike began to question why their disabled son or daughter could not be educated in their regular local school.The standards of education received in these special schools were also under the microscope, thus leading to a further sense of marginalisation. Early hints of this marginalisation began as these children were seen as ‘different’ which in itself could have led to bullying and inevitable labelling of the disabled child. “Recent research by Norwich and Kelly (2004) has shown that young pupils with statements of special educational needs for moderate learning difficulties were bullied as much in mainstream schools as they were in special schools. The researchers also found that pupils attending special schools experienced far more ‘bullying’ by children of mainstream schools and by peers and outsiders in their neighbourhood.” (www.csie.org.uk)
The CSIE would further argue within their remit that segregationis just morally wrong given the diversity of students in modern day schools. Responding to that diversity is a major factor of inclusion. Furthermore, just because a child’s first language is not English, does not automatically mean he/she has a learning difficulty. “A child must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he or she...