Not that I agree with everything that has been said in this forum, I do sometimes think that inclusion has had an adverse affect for pupils learning. Every child has a right to a good education, of course - but should that come as a detriment to others? If I were to add up the hours I spend directly with my profoundly SEN children in lessons to ensure they can access the learning compared to the time spent with the rest of the class then it doesn't feel fair. If I were to add up the hours spent dealing with poor instances of behaviour which should be directed to teaching then it doesn't seem fair. If I were to add up the hours spent with severe SEN children who sometimes bite, kick out, scream and trash the classroom. Is that fair on the other children? We always jump on board the disability and equalities act (rightly so) but are we giving our quiet, well-behaved average ability children the time they deserve in the classroom? These children don't always have the family support. State schools today focuses mainly on SEN, free school meals, behavioural and gifted and talented. If you don't fall into these categories you won't get as much support. There are no real answers to my post. There is no easy change and no time/money to support all groups equally. I believe, and am happy for, SEN and behavioural problem children to remain in mainstream - they deserve to be. I just struggle to understand inclusion when it can sometimes excludes others when not managed effectively.