The aim of this independent research project is to examine mainstream teachers views on whether primary school aged children with Special Educational Needs and Disabilities (SEND) can be successfully ‘included’ within a mainstream primary school. This is important because reviews of current policy and legislation surrounding ‘inclusion’, indicate that there are gaps between the existing SEND framework and how policy is actually translated into inclusive practice in mainstream schools. Culminating in children and young people with SEND facing persistently poor long term outcomes, in all aspects of their learning and development.

This research project follows a Qualitative methodological approach, using semi-structured
interviews to explore in depth, the views of mainstream teachers on subject of ‘inclusion’. A total
of 6 mainstream teachers, were individually interviewed for this small scale independent research project.

All the participants voiced that a lack of knowledge and understanding of SEND, combined with a shortage of funding for materials and resources, acts as a barrier to successful and effective
inclusion in mainstream schools. Furthermore, this research project exposed the lack of
government investment into the SEND system, deriving from the prevailing budget cuts across
local authorities and SEND services, which has been further exacerbated by the COVID 19
pandemic. Therefore, it is evident that further training is needed for mainstream teachers, along
with additional funding being distributed to mainstream schools, in order to sufficiently meet the
diverse and holistic needs of children with SEND, leading to more effective inclusive practice in mainstream schools