Inclusion is central to England's education policy—but what it means is changing
Inclusion has become one of the most prominent concepts in contemporary education policy in England. Its position at the center of the Department for Education's ambitions can be seen in recent guidance on the creation of "inclusion bases," spaces that support students with additional needs in mainstream schools.
Inclusion has emerged as a central concept in England's education policy, with recent guidance focusing on the creation of inclusion bases in mainstream schools to support students with additional needs. These bases aim to provide targeted support while maintaining connections with mainstream education. However, the meaning of inclusion remains unclear, with interpretations varying among policymakers, researchers, teachers, parents, and learners.
While inclusion is often seen as educating children with special educational needs in mainstream schools, research suggests it may be better understood through learners' experiences of belonging, participation, and recognition. The 1994 Salamanca Statement emphasizes that inclusion involves adapting schools to meet the needs of all learners, encompassing factors such as poverty, ethnicity, language, migration, and LGBTQ+ learners.
Despite this, policy discussions often prioritize the location of education, positioning mainstream settings as the preferred site of inclusion, though learners in specialized colleges may view their experiences as highly inclusive as well.
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