Please I need help with this essay, its an analysis of documents relating to special educational needs. QUESTION; In 1994, the UK government endorsed the Salamanca Statement, which states; “We believe

A principle of inclusive education is that all children belong at their local school, and all children are able to meaningfully participate and learn at their local school. (p1)

Kearney, A (2011) Exclusion From and Within School. Rotterdam: Sense Publishers

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…an ongoing process aimed at offering quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination. (p3)

UNESCO (2008) Conclusions and Recommendations of the 48th Session of the International Conference on Education. Geneva: UNESCO

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Inclusion is about much more than the type of school that children attend; it is about the quality of their experience and how they are helped to learn, achieve and participate fully in the life of the school. (p12)

DfES (2004) Removing Barriers to Achievement: Executive Summary. Nottingham: DfES Publications

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Inclusion is a process that maximises the entitlement of all pupils to a broad, relevant and stimulating curriculum, which is delivered in an environment which will have the greatest impact on their learning.

National Association of Head Teachers (2005) Special Schools: A Policy Paper from NAHT. West Sussex: NAHT

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...a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children. (pp8 – 9)

UNESCO (2009) Policy Guidelines on Inclusion in Education. Paris: UNESCO

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Inclusive education is based on the right of all individuals to a quality education with equal opportunity—one that develops their potential and respects their human dignity. Inclusive education means more than physical integration, so that in addition to accessible classrooms and facilities, students with disabilities must be afforded adequate instructional support systems. These supports may include flexible curriculum (for some students), adequately prepared teachers, and a welcoming school community culture that goes beyond tolerance to acceptance. (p3)

Peters, S. (2007) “Education for All?” A Historical Analysis of International Inclusive Education Policy and Individuals with Disabilities. Journal of Disability Policy Studies, 18:98

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Inclusion is seeing more pupils with SEN included in mainstream and secondary schools. By inclusion we mean not only that pupils with SEN should wherever possible receive their education in a mainstream school, but also that they should join fully with their peers in the curriculum and the life of the school. For example, we believe that … children with SEN should generally take part in mainstream lessons rather than being isolated in separate units. (p44)

DfEE (1997) Excellence for All Children: Meeting Special Educational Needs. London: DfEE

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An educationally inclusive school is one in which the teaching and learning, achievements, attitude and well-being of every young person matters. Effective schools are educationally inclusive schools. This shows not only in their performance, but also in their ethos and their willingness to offer new opportunities to pupils who may have experienced previous difficulties … the most effective schools do not take educational inclusion for granted. They constantly monitor and evaluate the progress each pupil makes. They identify any pupils who may be missing out, difficult to engage, or feeling in some way apart from what the school seeks to provide. (p7)

OFSTED (2000) Evaluating Educational Inclusion. London: OFSTED