Children with Statements in Mainstream Key Stage Two Classrooms: A survey in 46 primary schools

Abstract

The experiences of children with 'statements of special educational needs' in mainstream schools is a good indicator of the possibilities and difficulties of inclusion. Data from a survey of 299 Key Stage 2 classrooms in 46 primary schools reveal 120 pupils with statements. Additional support for these children was provided both within the class (mainly through learning support assistants) and by withdrawal. Most children spent the great majority of their time within their mainstream class setting. In a majority of cases their teachers thought the mainstream setting was appropriate but for a significant minority a special class/unit or a special school was felt more appropriate. The need for special settings was related to low levels of resourcing in the mainstream class but for a few cases of children with very identifiable and 'high profile' needs, even high levels of resources were not thought to make the mainstream satisfactory.