Progress Towards Equal Access to Education for Vulnerable Children in England

Abstract

This chapter focusses on contradictions within existing legislation to develop an equitable and effective educational system for those with special educational needs and disabilities (SEND). It highlights tensions between the underlying aims of the legislation and the implementation of policies, specifically on admissions and exclusions with reference to the current government proposals for an increase in Alternative Provision (AP). It considers the response of Multi-Academy Trusts (MATs) to ensure an acceptable practice of inclusion while raising overall standards of attainment. It also considers the Government Green paper response to increasing pressure from parents for more appropriate levels of support for their children with SEND.

Citation

Gordon-Gould, P. (2023), "Progress Towards Equal Access to Education for Vulnerable Children in England", Lane, D., Catania, N. and Semon, S. (Ed.) Progress Toward Agenda 2030 (International Perspectives on Inclusive Education, Vol. 21), Emerald Publishing Limited, Leeds, pp. 7-23. https://doi.org/10.1108/S1479-363620230000021002