‘Off the Differentiation Map’: Why Did Inclusion Fail?

Simon Barnes, Head teacher of Fotheringham Primary School, asked me to have a word with him about David Connell. David was now 11 years old and due to transfer to a secondary school next year. Simon felt his progress in recent years had been minimal. He had been referred four years previously and had been assessed by my predecessor who felt that in all areas of development he was considerably ‘delayed’ and that he should go forward for a full assessment by the LEA. There were many children with similar profiles to David’s who managed to cope in mainstream, and under its inclusion policy the LEA agreed to issue a statement with resources to support him in the primary school. A sum of money was duly allocated, which enabled the school to purchase two hours of TA time per week.