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There is still a lack of clarity around the definition of inclusion, its theoretical underpinnings, its implementation in practice and evaluation of success. 2. Teachers often still report the same problems of insufficient resources and express the same concerns about lack of skills and knowledge as reported in the early days. 3. A key question is, do children with SEND achieve better outcomes in inclusive educational settings?<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion and Conclusions<\/jats:title>\n                    <jats:p>The paper argues that an overarching executive framework applied to the education of children with SEND is needed to provide a common frame of reference that can be shared by educators, policymakers and researchers. New ways of resourcing inclusion are discussed including supporting collaboration between mainstream and special schools to better utilize the expertise located in special schools. The paper examines the evidence for improved academic and social outcomes for learners with SEND in inclusive schools and proposes that psychological outcomes now need to be measured too. It further suggests that future research needs to drill down to the level of teacher classroom instruction rather than rely on the broader mainstream school\u2013special school comparison.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12701","type":"journal-article","created":{"date-parts":[[2024,6,18]],"date-time":"2024-06-18T21:38:32Z","timestamp":1718746712000},"page":"725-737","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":22,"title":["Is inclusive education for children with special educational needs and disabilities an impossible dream?"],"prefix":"10.1111","volume":"95","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7442-3386","authenticated-orcid":false,"given":"Lisa Marks","family":"Woolfson","sequence":"first","affiliation":[{"name":"Department of Psychological Sciences and Health University of Strathclyde  Glasgow UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,6,18]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.4324\/9780203967157"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/0749-5978(91)90020-T"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.13189\/ujer.2016.040211"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.53841\/bpsecp.2017.34.4.70"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.31014\/aior.1993.02.02.73"},{"issue":"7","key":"e_1_2_11_7_1","first-page":"10","article-title":"Neurodiversity: The future of special education?","volume":"74","author":"Armstrong T.","year":"2017","journal-title":"Educational Leadership"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/02671522.2012.673006"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0742\u2010051X(99)00062\u20101"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/08856250210129056"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/1471-3802.12477"},{"issue":"4","key":"e_1_2_11_12_1","first-page":"33","article-title":"The effects of inclusion on learning","volume":"52","author":"Baker E. 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