Abstract

This article aims to explore inclusive education in the UK, particularly paying attention to the aspirations and the realities of practice. First of all it explains how inclusive education is understood in the UK and outlines the theoretical framework that underpins the current developments related to inclusive education. Secondly, it offers analysis of some statistical evidence related to inclusive education in England to illustrate what is actually is happening at the moment. Particularly the emphasis is made on the enrolment figures, e.g. how many disabled children choose to attend mainstream schools and how many are still in the special educational establishments. Thirdly, the uthor pays attention to the legal and policy drivers behind these statistical fugues; what actually has been done in the recent years to push forward inclusive education. Finally, the current practice realities are discussed; the dilemmas and barriers to inclusive education. This then leads to recommendations: potential steps forward and some actions that need to be considered to progress inclusive education further.