This article focuses on exploring initial teacher trainees' experiences and perspectives on the role of the teaching assistant (TA) in mainstream primary contexts. A backdrop of shrinking school budgets coupled with a 'mainstream for all' political agenda is contributing to growing uncertainty about the role of TAs in education. This article…

This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws…

Teachers' beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive…