Search

The article presents the research results1 which helped to reveal the experience of the UK in applying educational practice for pupils' with special needs in the context of inclusive education. Using document analysis (legal acts, research papers, secondary sources), secondary statistical data analysis and partially structured interviews with experts, provision for pupils with special educational needs (SEN) has been analysed according to educational practice, the educational experiences of pupils with behavioural and emotional disorders as well as those on the autistic spectrum scale have been emphasised, as well as the specifics of pre-vocational and vocational education of pupils with SEN. The research showed that inclusive education is considered the priority in the UK's educational system, with the following specific features: individualised approaches to the education of all pupils regardless of those with special educational needs; school system flexibility that seeks to consider the variety of pupils' needs; full school approach to problem solving using cooperation; use of a social approach to meeting SEN, emphasising not only a solution for a child's problem, but through reducing educational obstacles at school and using differentiated assessments of pupils' achievements. The differentiated ways of education for UK pupils with SEN could be distinguished as: learning in mainstream schools, special classes or units of these schools (supported by a teacher and/or teacher-assistant, (in)direct support received from other institutions); special schools (support for pupils with ascertained SEN) and specialised schools (expert centres aimed at the education of a certain group of pupils with SEN), Pupil Referral Units (education of excluded pupils, implementation of returning pupils to school programmes, organising help for parents); teaching at home (pupils with severe physical disability or health issues). [ABSTRACT FROM AUTHOR]