Most teachers and heads support inclusion

A survey - for the Times Educational Suplement - found a majority of heads and teachers believe the closure of special schools should be halted.

But 62% of teachers and 73% of heads felt most children with special needs should be in mainstream education.

Researchers surveyed 206 heads and 511 teachers.

Secondary heads were much more likely to have pupils they believe should be taught in special schools, the survey found - 65% against 31% of primary school heads.

And over half of secondary teachers said they taught at least one pupil who would be better off in a special school.

Inclusion 'ethos'

The survey's findings suggest broad support for the government's policy of including children with special needs (SEN) in mainstream schools.

But the survey suggests many teachers feel inadequately trained to teach them.

Over a third - 37% - had received no preparation during their initial teacher training course, and 23% said they had no more than one day's training.

Just 12% of heads and 36% of teachers said their school had adequate resources to include children with special needs.

Anna Hassan is head teacher at Millfields Primary School in Hackney, where 22% of children have special educational needs.

She says inclusion is based on a strong ethos and vision - coupled with flexibility.

"We plan for special needs, because the world is an inclusive place," she said.

"You can't isolate those children and have a 'them and us' situation."

The school has a unit where pupils with severe needs may be taught, but all SEN pupils are integrated in mainstream classes.

Mrs Hassan said it was important to consider the benefits to all children of interaction with children who have differing needs to their own.

"We all need to readjust, be flexible - and also courageous - to make a difference to these pupils."

But special schools provide her school with valuable support, she added.

Autism

Approximately half of all teachers questioned said children with autistic spectrum disorder should be taught in mainstream classes.

The National Autistic Society says inclusion only works where schools adapt to the needs of the child.

Amanda Batten, policy officer for children, said the NAS estimates there are 90,000 children with autism in the UK, but only 7,500 specialist places, including those within mainstream schools.

"Where inclusion works, there are real benefits to all children," she said.

"But the majority of children with autism are left to cope within mainstream classes.

"Where training and resources are not met, inclusion is totally undermined," she said.

Special schools play a key role in educating those with more complex needs and supporting other schools, she said.

A Department for Education and Skills spokesperson said there was categorically no policy to close special schools, and they were encouraged to share expertise with mainstream schools.

"The government sees a continuing role for special schools as part of an inclusive education system catering for children with the most severe and complex needs," he said.

In 2001, the Special Educational Needs and Disability Act made discrimination against disabled or SEN pupils illegal.