New research challenges assumptions about inclusion in post-16 education

The study from Natspec. entitled ‘What is inclusion and who gets to decide?’, gathered the views of 67 learners and 32 senior leaders from 10 specialist further education colleges across England and Wales, providing a rarely heard perspective from young people with the highest levels of need. The report found strong agreement that inclusion is not simply about being educated in a mainstream setting. Instead, learners described inclusion as feeling understood, respected and valued, having choice and control over decisions, and belonging to a community where they can be themselves.

Many learners contrasted their experiences in specialist colleges with previous experiences in mainstream schools. Some reported feeling isolated, misunderstood or bullied in mainstream education, while specialist settings enabled them to build friendships, develop confidence and feel accepted. One learner summed up this experience by saying, "At college I am free to be me." The research identified several features that contribute to inclusion in specialist colleges.

These include environments that are:

• accessible by design,
• highly personalised learning programmes, 
• strong relationships between staff and learners, and 
• coordinated support from education, health and care professionals.

Colleges also place a strong emphasis on preparing young people for adult life through community engagement, independent travel, employment opportunities and self-advocacy skills. 

Importantly for mainstream providers, the report suggests that some inclusive practices could be adopted more widely. Participants highlighted the potential for greater disability awareness, improved staff training, more personalised approaches to learning, sensory-friendly environments and a stronger focus on belonging. However, leaders cautioned that some aspects of specialist provision, particularly interdisciplinary support and the sense of community created by shared experiences of disability, would be difficult to replicate fully in mainstream settings without significant investment. 

The report concludes that an inclusive education system should include both mainstream and specialist provision. It recommends that policymakers and local authorities move beyond a simple mainstream-versus-specialist debate and focus instead on ensuring that every young person has access to the right learning programme, the right support and the right environment in which to thrive.