ABSTRACT
In this chapter we highlight the impact of legislation on school leadership and the practical implementation of inclusion by SENDCos and teaching staff within schools in England. We discuss stresses on the roles of teachers, teaching assistants, school leaders and SENDCos, and demonstrate the conflicts of interest that can exist between them. We have observed that three key areas of contention are to do with assessment, behaviour and curriculum in relation to effective provision for children with special educational needs. The chapter highlights how implementation of inclusion, as generally interpreted by government policy and school leaders, can often manifest itself as ideology with contradictory goals. The pressure to conform to such ideology in mainstream schools can lead to a stressful and self-defeating environment for both students with SEND and staff alike. The fear of defining the parameters of a school’s ability to include children with high levels of emotional, behavioural or learning needs can place school leaders in a double bind thereby reducing the effectiveness of their leadership. The chapter highlights the importance of flexibility about the place in which adequate provision is made along with a strong sense of accountability for ensuring how it can be made in the best interests of all pupils concerned.
