Schools in the capital must become ‘genuinely inclusive’ to improve outcomes for children with special educational needs and disabilities (SEND), a new report has argued.
Research commissioned by London Councils highlights the benefits of teaching children with and without SEND in the same classroom, such as boosting attendance for pupils with additional needs and tackling prejudice towards people with disabilities.
But researchers found a number of barriers preventing schools from offering inclusive education, the biggest being insufficient funding for local authorities to meet their statutory duties.
London Councils’ executive member for children and young people, Ian Edwards, said: ‘Currently, school leaders and London boroughs show commitment to inclusion, but in practice they are not always able to deliver.
‘This has to change, and we need all education partners and government to come on board to support schools to move towards a genuinely inclusive education model.’
In order to create an inclusive school system, the report argues there must be more support for SEND specialist teachers, professionalised teaching assistant roles, and better collaboration between education providers, the NHS, local authorities and parents.
