Liverpool City Council's inclusion strategy for pupils with special educational needs

Abstract

One of the key tenets of the present Government’s education policy for pupils with special educational needs (SEN) has been that of inclusion, i.e. that wherever possible and appropriate, pupils with SEN should attend local mainstream schools with appropriate support. Another important facet of Central Government policy over the last decade has been the increased emphasis on accountability in the public sector. One of the consequences of this trend has been the emergence of stakeholder theory as an important factor in determining the success of public sector organisations in meeting their objectives. This dissertation has reviewed the past and present literature relating both to stakeholder theory and to the debate around inclusion from the standpoint of three principal stakeholder groups: schools, children and young people, and parents and carers. The purpose of this was to give a context to Liverpool’s position vis a vis its stakeholders and to evaluate the likelihood of the success of Liverpool’s Inclusion strategy for pupils with SEN. The research examined the views of Liverpool’s key stakeholders towards inclusion in general and to Liverpool’s strategy in particular using a multi-method approach through the use of questionnaires, focus groups and case study. Results obtained from the data analysis indicate a wide range of views and standpoints on the part of stakeholders and reveal some positive aspects to Liverpool’s Inclusion strategy. They also point to a number of significant challenges which form the basis of some recommendations for the local authority to consider in order to ensure the success of its future strategy.