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Developments in inclusive education and additional learning needs in Wales

Carmel Conn Orcid Logo, Megan Hicks, Dai Thomas

Cylchgrawn Addysg Cymru / Wales Journal of Education, Volume: 26, Issue: 2, Pages: 1 - 17

Swansea University Author: Dai Thomas

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DOI (Published version): 10.16922/wje.26.2.7

Abstract

In relation to inclusive education and additional learning needs, developments in Wales reflect global trends elsewhere. Whilst there has been a longstanding commitment to inclusive education in schools, progress towards this has been slow, accompanied by growth in special education and persistence...

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Published in: Cylchgrawn Addysg Cymru / Wales Journal of Education
ISSN: 2059-3708 2059-3716
Published: University of Wales Press/Gwasg Prifysgol Cymru 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa69029
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spelling 2025-03-13T16:43:20.5533221 v2 69029 2025-03-04 Developments in inclusive education and additional learning needs in Wales 3f61bc721c3cf1c7eb8354fff4b32099 Dai Thomas Dai Thomas true false 2025-03-04 SOSS In relation to inclusive education and additional learning needs, developments in Wales reflect global trends elsewhere. Whilst there has been a longstanding commitment to inclusive education in schools, progress towards this has been slow, accompanied by growth in special education and persistence of belief in segregated practices as in the best interests of some learners. This article explores developments in the area of inclusive education and additional learning needs in Wales over the last two decades. First, we consider the policy context, specifically the introduction of the Curriculum for Wales and its alignment with the new system for learners with additional learning needs. Following this, we focus on practice and the response to educational reform by schools and local authorities. We conclude that systems for inclusion and learning support currently being developed in Wales have the potential for enhancing well-being and achievement for a wider group of learners if certain conditions are in place. Journal Article Cylchgrawn Addysg Cymru / Wales Journal of Education 26 2 1 17 University of Wales Press/Gwasg Prifysgol Cymru 2059-3708 2059-3716 inclusion, additional learning needs, curriculum reform 29 11 2024 2024-11-29 10.16922/wje.26.2.7 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee Welsh Government 2025-03-13T16:43:20.5533221 2025-03-04T17:02:49.5350816 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Carmel Conn 0000-0002-4395-8302 1 Megan Hicks 2 Dai Thomas 3 69029__33813__1b437d59dcdb4c1fb34f22e9cd91443b.pdf 69029.VoR.pdf 2025-03-13T16:38:54.8396339 Output 184766 application/pdf Version of Record true Released under the terms of a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 license. true eng https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en
title Developments in inclusive education and additional learning needs in Wales
spellingShingle Developments in inclusive education and additional learning needs in Wales
Dai Thomas
title_short Developments in inclusive education and additional learning needs in Wales
title_full Developments in inclusive education and additional learning needs in Wales
title_fullStr Developments in inclusive education and additional learning needs in Wales
title_full_unstemmed Developments in inclusive education and additional learning needs in Wales
title_sort Developments in inclusive education and additional learning needs in Wales
author_id_str_mv 3f61bc721c3cf1c7eb8354fff4b32099
author_id_fullname_str_mv 3f61bc721c3cf1c7eb8354fff4b32099_***_Dai Thomas
author Dai Thomas
author2 Carmel Conn
Megan Hicks
Dai Thomas
format Journal article
container_title Cylchgrawn Addysg Cymru / Wales Journal of Education
container_volume 26
container_issue 2
container_start_page 1
publishDate 2024
institution Swansea University
issn 2059-3708
2059-3716
doi_str_mv 10.16922/wje.26.2.7
publisher University of Wales Press/Gwasg Prifysgol Cymru
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
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description In relation to inclusive education and additional learning needs, developments in Wales reflect global trends elsewhere. Whilst there has been a longstanding commitment to inclusive education in schools, progress towards this has been slow, accompanied by growth in special education and persistence of belief in segregated practices as in the best interests of some learners. This article explores developments in the area of inclusive education and additional learning needs in Wales over the last two decades. First, we consider the policy context, specifically the introduction of the Curriculum for Wales and its alignment with the new system for learners with additional learning needs. Following this, we focus on practice and the response to educational reform by schools and local authorities. We conclude that systems for inclusion and learning support currently being developed in Wales have the potential for enhancing well-being and achievement for a wider group of learners if certain conditions are in place.
published_date 2024-11-29T17:50:51Z
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score 11.08899

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