Schools which aim for high rankings in exam league tables often do so at the expense of pupils with special needs, according to research.

A study by educational psychologists says it is "virtually impossible" for schools to marry high achievement for most pupils, with inclusive education.

It questions whether inclusion is in fact always the best option, and argues that parents and pupils should have the right to choose separate education.

This contrasts with the government's policy of promoting the inclusion of children with special educational needs within mainstream schools wherever possible.

'Sidelining' pupils

The research, carried out by psychologists at the University of London's Institute of Education, suggests that schools which equate "effectiveness" with good exam results for the majority of pupils may direct resources towards those likely to reach government-set targets.

The authors, Dr Ingrid Lunt and Professor Brahm Norwich, say that when this happens, pupils who have learning difficulties, certain physical disabilities, or other special needs, are sidelined, and may not receive the support they need.

However, schools which equate effectiveness with inclusion - full participation for special needs pupils - risk assuming that teaching geared to pupils with special needs will be good for their classmates.

This may result in lessons which are too easy, irrelevant, or otherwise inappropriate, the research suggests.

The study, called Can Effective Schools be Inclusive Schools?, points out there is a large difference between the numbers of pupils with special needs attending schools at the top of exam league tables, and those at the bottom.

It says that schools at the top of GCSE tables have, on average, 8% of pupils with special needs, compared with an average of 33% at the bottom.

Dr Lunt said: "Some people are ideologically in favour of total inclusion, but we would urge caution on this."

The definitions of effectiveness and inclusion, as defined by the government and policy-makers, were too narrow, she said.

"Total inclusion should be about meeting the needs of all pupils effectively."