And Amanda Wright, Head of Whole School SEND
The notion of inclusion is increasingly emphasised in current educational ideology as schools and colleges search for effective approaches that will enable them to meet the needs of their learners with Special Educational Needs and Disabilities (SEND).
However, the dialogue around the terms ‘SEND’ and ‘inclusion’, often conflates their meanings and practical applications. This article unpacks the nuanced differences and overlaps between SEND and inclusion, highlighting challenges and potential pathways forward in education.
Distinguishing SEND from Inclusion
Special Educational Needs and Disabilities (SEND) refers specifically to provisions designed to meet the needs of children with learning difficulties or disabilities that require additional or different support beyond what is typically available. This is governed by legal frameworks such as the Equality Act 2010 and the Children and Families Act 2014, with further statutory guidance provided in the SEND Code of Practice. These statutes both support and ensure that schools meet the educational needs of children with SEND through tailored approaches and resources.
In contrast, inclusion is a broader concept rooted in the principle of belonging. It encompasses the efforts made by educational organisations to ensure every child, regardless of their abilities, background, or needs feels valued and respected as part of the school community. Inclusion goes beyond SEND, aiming to address barriers that prevent any child from fully participating in and benefiting from the educational experience.
History of Inclusion
The alignment of SEND and inclusion can be traced back to global milestones like the Salamanca Statement (1994), which advocated for the education of children with special needs in mainstream settings. Subsequent agreements, such as the UN Convention on the Rights of Persons with Disabilities (2006), reinforced the commitment to inclusive education in mainstream settings
However, the application of inclusion has evolved.
Initially, it often meant integrating children who had previously been taught in specialist settings into mainstream schools. Today, the emphasis has shifted towards creating environments where all students feel a sense of belonging and are supported to thrive. Environments where every learner matters and matters equally, this is what inclusion is about. Inclusion calls for transformation – for a paradigm shift in the philosophy and practice of education – away from a “one-size-fits-all” approach.
Complexities and Challenges
The conflation of SEND and inclusion sometimes leads to practical challenges. For instance, some schools designate roles like “Inclusion Manager” or “Director of Inclusion,” yet these positions often focus narrowly on groups such as students identified with SEND, those receiving Pupil Premium, or those with English as an additional language (EAL). This can create silos, inadvertently suggesting that inclusion is the responsibility of specific individuals rather than a shared ethos within the school community.
Another issue lies in the assessment of student progress. National metrics use standardised attainment levels, which can disregard the progress of students with SEND. While the SEND Code of Practice advocates for a “graduated approach” tailored to individual needs, such measures are not consistently valued or reported at a strategic level.
True inclusion requires systemic commitment. Every educator and leader, indeed every person, within a school must champion inclusion, embracing values that recognise every child’s potential. Inclusion cannot be the sole responsibility of an individual or department; it must permeate the school’s culture, policies, and practices.
Inclusion is a Collective Responsibility
True inclusion requires systemic commitment. Every educator and leader, indeed every person, within a school must champion inclusion, embracing values that recognise every child’s potential. Inclusion cannot be the sole responsibility of an individual or department; it must permeate the school’s culture, policies, and practices.
Leaders play a critical role in fostering this culture by raising awareness and equipping staff to address diverse needs. Moreover, fostering a sense of belonging involves rethinking practices that unintentionally exclude. For example, separating students during assemblies or creating isolated interventions that might meet immediate needs but can undermine the broader goal of inclusion and fail to adequately prepare young people for future life.
The Role of Ofsted and Future Directions
Changes made to the Ofsted Inspection Framework in 2019 helped to remind leaders that all schools have a responsibility to provide an effective education for learners with SEND. However, upcoming revisions, expected in 2025, may provide an opportunity to further refine how inclusion is evaluated. Effective inclusion practices should be evident across all aspects of school life and among all staff members, not limited to designated roles or categories.
Towards a truly inclusive future
Inclusion is a journey. Schools must continuously evaluate and adapt their practices to ensure all children can participate meaningfully. Interventions and strategies should aim not only to support individual needs but also to support full participation in the wider school community and preparation for adulthood.
Ultimately, an inclusive school is one where every child feels valued and respected. By fostering a shared commitment to inclusion and recognising the unique contributions of every student, we can create educational environments that truly reflect the diversity and potential of our society. Now is a particularly timely moment for schools to reflect on their inclusive policies and practises in light both of the increasing complexity of needs and the increased focus on inclusion that’s set to continue through 2025.
Amanda Wright, Head of Whole School SEND, nasen, Malcolm Reeve, National SEND Leader, Whole School SEND
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Malcolm has been a Headteacher of three schools and one federation. He is a Member of the National SEND Forum and Patron of the Centre Algarve holiday centre for people with special needs.
- The same but different: Understanding SEND and inclusion in schools today - January 14, 2025
- Is Ofsted a “force for good” in improving the education of SEND learners? - March 12, 2019
- School leadership and SEND ignorance - September 28, 2017
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