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The thrust toward inclusion has meant that local education authorities (LEAs) and schools have had to review their policies and look to place pupils with special educational needs in mainstream settings, where possible and appropriate. Much research has focused on this area, but there has been little analysis of the specific situation of children with Down’s syndrome (DS). How well do mainstream placements work? What contributes to the success or failure of placements? This article draws on data from interviews with LEAs about their approaches to inclusion. It provides an insight into how LEAs defined as ‘high-including’, ‘middle-including’ and ‘low-including’ (in terms of their approach to children with DS) differ in policy and practice. For example, while LEA officers mainly adhered to their specific LEA policies on inclusion, the reality did not match policy in every case. The author summarises many factors contributing to the success or failure of mainstreaming and considers the implications of these for LEAs and schools. |
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| pre conference resources |
 Video clips and presentation slides from our previous pre conferences, are now available online.
Click here to view. |
CERUKplus is the only free database of current education and children’s service research projects in the UK. CERUKplus would like to include practitioner research undertaken as part of masters degree courses or levels 3 + 4 of the Teacher Learning Academy in 2010, and would like to hear from practitioners interested in doing so. We are committed to supporting teachers and lecturers in their research work and building connections between communities of practice. |
| research engaged schools |
 The contribution of research to school improvement has been a matter of considerable debate. It is widely argued that educational practice should be more evidence based, but it is acknowledged that this is not easy to achieve. |
Click here to download free articles available on research engaged school theme  |
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