In an analysis of Government data, the Centre for Studies on Inclusive Education (CSIE) found that pupils in South Tyneside were 24 times more likely to be placed in special schools or other segregated settings than those in Newham, east London.
CSIE co-director Mark Vaughan said, 'All LEAs are working to the same laws and regulations, which call for inclusion of disabled pupils. It is time for the Government to take a firmer hand and get the higher segregating authorities to develop stronger inclusion policies.'
Between 2002 and 2004, Newham placed 0.06 per cent of children aged from nought to 19 with SEN statements in special schools or other segregated settings, while South Tyneside placed 1.46 per cent. The Wirral, Halton and Knowsley LEAs in the north-west had the next highest rates, at 1.34 per cent, 1.32 per cent and 1.32 per cent.
The CSIE has written to education secretary Ruth Kelly calling on the Government to publicly restate its commitment to inclusion in education and to ensure that schools and LEAs are provided with the finances to reduce segregation.
Philippa Stobbs, policy officer for the special educational consortium, convened by the Council for Disabled Children, said that while there was a perception that the Government was backtracking on the issue, there was nothing in the public domain to suggest this.
She said that while Newham adopted a clear policy on inclusion more than 15 years ago, some authorities had 'inherited a significant special schools system'. She added, 'I don't think we should underestimate the difficulties of local authorities moving to a more inclusive system.' While there was a much higher percentage of children with special needs in inclusive pre-school settings, she said, it was 'still questionable whether the responsibilities of schools to children with special needs were made clear enough in their delegated budgets'.
Inclusion has become a hot political issue again after its architect, Baroness Warnock, recently suggested that inclusion had left 'a disastrous legacy' and called for an independent committee to conduct a radical review of the current system and a strengthening of the role of special schools.
