Table of Contents

1. The progress of inclusion and the elephant in the classroom 2. The Salamanca Statement: Guidance taken to its (il)logical conclusion 3. International views of inclusion: myths, confusions and the denial of reality 4. Challenges of implementing inclusion worldwide 5. School leadership and management of SEND 6. Perspectives of parents on the inclusion of children with SEND 7. Inclusion of pupils with different types of SEND 8. Government policy and legislation for SEND provision in England 9. Research on the effectiveness of inclusive education and special education 10. Equity, Excellence and Inclusive Special Education 11. Inclusion and special education: The way forward

About the Author

Philippa Gordon-Gould has worked as teacher and SENDCo with a special interest in dyslexia in primary and secondary schools in East Anglia, UK, and draws on her experience as a teacher in the United States and Europe.

Garry Hornby is a former mainstream school and special class teacher and educational psychologist. He is currently Emeritus Professor at the University of Plymouth in the UK and Associate Professor at the University of Silesia in Poland.