ABSTRACT
We are in an exciting era of change politically, socially and within the education system. This chapter highlights the recent Special Education System (SEN) and education systems have not fully and effectively addressed the range of barriers to learning and participation experienced by pupils with SEN or disabilities. Often pupils have been put into withdrawn intervention groups in order to address their perceived difficulties, and this has the effect of emphasising and highlighting differences between pupils. As one move through the twenty-first century a different approach is needed one where difference and diversity is not seen as a problem to be dealt with, and instead an understanding of the individuality and individual strengths of pupils is emphasised and encouraged. Schools can also consider different and innovative ways to engage professionals working externally to the school in review and evaluation processes to support critical reflection, which challenges embedded practices and assumptions and supports an ongoing dialogue about inclusive school development.
