Mainstream schools and children with special needs. What are the options for effective integration?
I imagine three options
1. An exclusive approach with both special schools and mainstream schools
This is part of a current English government proposal as far as I am aware. It largely follows existing practice in England and puts children into categories according to levels of special needs. This is my understanding of the proposal:
Children in category 0 have no special needs and can go to mainstream schools.
Children in category 1 have special needs but can best be educated in mainstream schools.
Children in category 2 have special needs and can best be educated in special units attached to mainstream schools.
Children in category 3 have special needs and can best be educated in special schools entirely separate from mainstream schools.
Children in category 4 have special needs, perhaps multiple, and can best be educated in special classrooms within special schools where the school day will be a very careful mix of health support, care and education.
The present government proposal for England follows categorisation 0 – 3. I have added category 4 from my own direct experience in England.
2. A fully inclusive approach in local mainstream schools
In this, all children, without any exclusions, would be educated in their local mainstream school. The task for each school is to organise it’s budget, staff, spaces and resources so that each child has appropriate teaching and any necessary additional care and health support. My assumption is that some separate provision will be necessary within the school with children being sometimes integrated together and sometimes not. A fully inclusive approach means no children are automatically excluded because of their special needs. We need to learn from schools in any country that are achieving this effectively within normal budgets.
3. A fully integrated approach in mainstream school sites expanded into campuses
This futuristic approach follows categories 0 – 2 above but with an increased number of units accommodating children in categories 3 and 4. Each local campus will be an integrated whole embracing many buildings and facilities. As for older students at university, each child on the campus will participate in an individual pattern of activities, sometimes grouped with peers, sometimes grouped with children with shared interests or shared needs. Information about the campus model here.
Some considerations for all three options
a. Any well-meaning effort to put children into categories for different sorts of provision can only ever be approximate. First it will keep psychologists busy doing assessments and then it will keep lawyers busy as parents, school managers and local authorities dispute with each other. This will put some families under stress and even keep some children out of school for a time.
b. Public services in many countries are increasingly short of funds. I do not see this being remedied in the short or medium term. New education schemes that save money will be favoured over those that need increased funding.
c. Similarly, there is an increase in numbers of families in poverty. One result of this might be families feeling they have to accept what is offered rather than enter into expensive disputes.
d. Most countries are experiencing an increasing number of displaced families and children. Mainstream and special provision and plans for change must acknowledge and adapt to continuing population changes.
Peter Limbrick, August 2025
