Continuity and Change in Special School Provision: Some perspectives on local education authority policy‐making

Abstract

ABSTRACTThe article considers aspects of local authority policy‐making with regard to segregated special school provision for children with special educational needs and the resilience of a separate special school sector, despite a policy climate favouring inclusion. Statistical evidence shows a small but steady trend to more inclusive provsion but very considerable variation between local education authorities (LEAs). The notion of ‘the dominance of structure over ideology’ is used to explore LEA decision‐making processes but is shown to have limited explanatory power. The data suggest that the use of incremental policy development has not resulted in significant long‐term change and that a fundamental policy initiative has been a necessary, though not sufficient, condition of reform. Other factors facilitating reform included a small size of LEA and a preparedness to confront opposition. Strong commitment by key individuals was more important than an overall climate of opinion in securing greater inclusion.