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However, It Would Be Hard To Measure All Of The Effects Of Context, Because ...

However, it would be hard to measure all of the effects of context, because these would be highly individualistic and relativistic, rendering generalisations almost useless. The context and the social actors within it are also highly complex. For example, how teachers construct their identities in their role and relationship with students may be important (Benjamin et al, 2003). Negotiations of inclusion with other students are produced through a complex constellation of systemic indices of difference (Benjamin et al, 2003).

Therefore, whatever responses that teachers have to inclusive practices are both contextually and temporally affected, and are based on the social actors within the situation. This would suggest that these responses may be based on the individual differences of the children in their class, and how those children integrate and interact with each other. Benjamin et al (2003) suggest that perceived academic ability interacts with a range of social factors to produce discursive resources with which children negotiate their inclusion.

Inclusion of students with learning disabilities has been part of the American public education model for decades (Zigmond and Baker, 1996). However, the British model has been of provision of specialist units, schools or classess aimed at meeting the needs of students with special educational needs outside of the mainstream context, assuming that difference could be the defining factor in educational design.

However, in America and in the UK, there has been a rapid move towards full inclusion for all students, whatever their SEN, to promote egalitarianism and social integration. Zigmond and Baker (1996) posit two educational approaches to full inclusion of children with a learning disability: adaptations and accommodations designed to make the curriculum and teaching manageable for the student by ‘bypassing' the student's deficits; focused, remedial instruction to increase the capacity of the student to cope with the curriculum and materials.
Other observed actions include teachers giving individual attention to certain students, with specialist support by SN teachers or teaching assistants. Such input has been found by some to provide more varied opportunities for all students (Zigmond and Baker, 1996). This paints a picture of the ways in which teachers might be trying to negotiate their teaching role in order to meet the needs of all the students and to also follow other governmental directives which include standards, targets, testing and curriculum limitations.

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