Excluding pupils with special educational needs (SEN) through inclusionary definitions: Considering the paradox

In some countries, such as England and Ireland, SEN would appear to be well defined using broad inclusive definitions that are enshrined in law. However, in practice, ideals of inclusion are often lost when there is a scarceness of resources that then requires more specific and exclusionary criteria be applied. This paper will start with a comparison of different policies that highlight the tension between the inclusive social model of disability that often underpins the vision of policy and the diagnostic deficit model used for resource allocation. Evidence will be drawn from the international literature to illustrate the impact of such tensions on educational practice.