Inclusive Education Theory and Policy: Moving from Special Educational Needs to Equity

This co-authored book explores the challenges with the current Special Educational Needs and Disability (SEND) system of education in England, whereby providing a separate ‘shadow special education system’ (26) for children’s education arguably serves to separate and exclude, as opposed to providing an inclusive equitable education. The authors are intrepid in their claims for a different perspective on inclusive education, and what makes this book significant is the way in which they draw on evidence to map a proposed pathway for radical reconceptualization of inclusive education.

The notion of an unsolvable conflict between special and inclusive education as not being compatible is not new (Armstrong, 2005; Hellawell, 2019; Slee, 2011; Tomlinson, 2012). Yet, this book builds on this position by offering a sense that we are on a precipice of a new era of inclusion. I would argue this provides a liminal space for reconceptualising inclusive education. Soan and Monsen introduce unsettling concepts and ideas by moving us away from a tradition of SEN and disability and indeed other labels where education policy is different for children with SEND, towards embracing and celebrating ‘all learners and their differences as individuals on their own unique learning journeys’ (31). They will not settle for an adequate education for children, they are striving for a paradigm shift in thinking in education which does place us in a space of newness and challenge and offers potential for the future.

The authors draw on current research, policy and established learning theories as a basis to propose ‘new ways of structuring or liberating our state-maintained education system’ and essentially those trapped within it (2). The structure of the book is effective by initially outlining the background which has led to current complexities within the SEND system, then addressing key issues such as classroom practice, educational change, neoliberalism and teacher training, including how we value the profession. Each chapter draws on current research in the field, which is supported by their own extensive experience in education to ensure their position is contextualised with real examples from practice. Soan and Monsen refer to their intended audience as ‘new practitioners, “seasoned” teachers, other educators and the general public’ (3). The book is very accessible to read despite presenting contested, complex ideas, such as the impact of the neoliberalist agenda on education for children with Special Educational Needs. In challenging the current educational context, this book is likely to also appeal to academics and policymakers.

Although Soan and Monsen (2023) critique the system, they are mindful to also present the strengths to recognise in considering curriculum, school environment and teacher development. This aspect enables presentation and discussion of possible solutions to the identified issues. For example, they refer to three education theorists, Dewey, Vygotsky and Bruner, as a basis for their arguments in relation to core pedagogy and consideration of how pupils are taught. These theoretical approaches and the key principles underpinning the theory are explored with a view to placing the child, their culture, experiences and environment as central to their learning and engagement. As an extension to this, the book explores different perspectives on education, such as evidence-based approaches and reference to international approaches as a point of comparison.

Child-development and teacher expertise are valued by these authors. One of their key arguments relates to the inadequacy of the current teacher training offer and the wider systemic issues this causes within education, which undoubtedly impacts the provision of a quality equitable education for children with SEND. Soan and Monsen argue that teaching is becoming de-professionalized, and how teachers are valued by society and politically is a contributing factor. They also posit that these systemic issues such as being devalued, de-professionalized and not adequately prepared for teaching may also be culminating in the current retention issues the workforce is facing. They argue for quality education for teachers because otherwise teaching is reduced to a ‘technical-role’ without ‘secure grounding in child-development, sociology, psychology, philosophy, history of education, teaching pedagogy and content knowledge’ (92). The central focus on quality teacher education as fostering autonomous professionals would lead to improved outcomes for learners and support the notion of teaching as ‘a profession, a semi-profession, a vocation or even a craft’ (4).

The authors challenge the status quo, by citing Robinson’s (2018) work in relation to the difference between ‘leading on change and leading on improvement’. This is often overlooked and especially in a climate where education policy shifts according to the different government agendas. This position is examined, and they suggest it may be a contributing factor as to why earlier attempts at reforming the education system have largely failed. What is new in this book is the authors’ commitment to providing an alternative model for equitable education and they present: ‘Six Principles for an equitable and inclusive education system’ (119). Some of the principles require investment and systemic changes, such as schools working in integrated ways with statutory agencies and more collegiate working across local authorities. Other principles require re-establishing educational values, such as a return to theories underpinning educational practice and ‘core educational ideas’ (3). Principle 2 refers to teaching as a craft and reinforces teachers as foundational in enacting the shift away from the separate SEND industry that has grown in recent years (Tomlinson, 2012).

Soan and Monsen’s passion for access to quality education for all children is inspiring. The book’s publication chimes with the recent proposals for reform of the SEND system issued as a government response to the current ‘vicious cycle of late intervention, low confidence and inefficient resource allocation that drives these challenges across the system’ (Department for Education [DfE]/Department of Health and Social Care [DoHSC], 2023, p. 15). The new model proposed to encourage change is presented from a practical position and their arguments for reform of the educational system are compelling. The authors aimed to ‘ignite a national discussion and debate’ (108). Hopefully, we are on the cusp of a new era and a paradigm shift and not settling for more of the same. In my role of Principal Lecturer in Inclusive Education, I continue to work with our future teachers in foregrounding current issues in SEND and inclusion. I will enjoy joining the debate and hope others are inspired to do so.