Special Schools and Inclusion

Abstract

The debates about the inclusion of children with special needs have usually focused on mainstream schools. Special schools have often been ignored or denigrated, but there is little understanding of what they do in practice. This paper examines the culture and practices of special schools from the perspective of head teachers and pupils. The head teachers report on the recent reforms within their schools, partly in response to policy initiatives, such as the national curriculum and devolved school management, and partly in an effort to secure their own future. The pupils describe their experiences of curriculum and teaching approaches, progress and their ambitions for the future. The paper seeks neither to praise nor bury special schools, but to encourage greater understanding of their current role and to argue that the debates on inclusion must take account of the contributions special schools claim to be making.