For too long "inclusion" has been thought to begin and end with"mainstreaming" but at the National Deaf Children's Society we know thatinclusion is a state, not a location.
The Government's inclusion policy has led to a rise in the number ofdeaf children being educated in mainstream schools. While some deafchildren, given appropriate and high-quality specialist support, prosperin these classes, others find that their needs can only be met by aspecialist placement. Every child is unique.
In addition, the Government argues that its policy has never been toencourage local authorities to close special schools, yet in 2004'sspecial educational needs strategy Removing Barriers to Achievement itstates that "the proportion of children educated in special schoolsshould fall over time".
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