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The British government has made a major commitment to inclusive education. Fewer pupils are now educated in special schools, but there has been a major growth in the number of pupils with Statements in mainstream schools; inclusive education poses a series of major challenges to an already challenged education systems.
The authors ask what are the limits to inclusion, and raise and explore answers to the question of how far effective schools can be inclusive. They examine the assumptions of the Green Paper review of special educational provision and analyze the proposals contained in the recent SEN Action program.