Abstract
Over the last fifteen years or so local education authorities (LEAS) in England and Wales have been placing a gradually increasing proportion of pupils with special educational needs (SEN) in ordinary schools. Overall, more than half (58.5%) of pupils with statements of SEN now receive their education in ordinary schools (Norwich, 1997). This compares with 42% in 1992. However, despite this continued trend in inclusion the indications are that for children with intellectual disabilities of a severe or profound and multiple nature there is largely a scenario of a 'no change' in terms of placement (Male, 1998). Overwhelmingly in the UK the majority of these pupils still receive their full-time education in segregated provision (Male, 1996).
This paper will describe examples of best practice in the inclusion of pupils with severe/profound and multiple learning difficulties as observed in the UK and during a Winston Churchill travelling fellowship to various American states. The fellowship was awarded to the presenter for the year '99/2000. The aim of it was to focus on pedagogy and organisational structures in ordinary schools which facilitate the inclusion of pupils with severe/profound and multiple learning difficulties. Best practices in teacher training in inclusion of these pupils was also observed and will be reported on.
References
Norwich, B. (1 997) A Trend Towards Inclusion: Statistics
on special school placements and pupils with statements in ordinary schools
1992-1996. Bristol: CSIE.
Male, D. B. (1 996) Who goes to SLD schools?
Journal of applied Research in Intellectual Disabilities, 9 (4) 307-323.
Male, D.B. (1 998) Special educational needs statistics and trends. Tizard
Learning Disability Review, 3 (3) 40-45.
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