Understanding Inclusive Education in Wales: A Critical Policy Analysis

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Abstract

Purpose: This paper provides analysis of education policies in the context of major system reform in Wales, UK. Key to these changes is the new Curriculum for Wales and the Additional Learning Needs (ALN) regulations. This paper explores how inclusion is articulated and communicated within the key policy and guidance documents, using two continuums — ‘practice’ and ‘values’.

Methods: This paper uses critical policy analysis to make sense of these inclusive education policy reforms.

Findings: Despite a foregrounded commitment to inclusion there is disparity within and between the policy and guidance documents.

Originality/Value: The paper highlights the lack of coherence of key messages articulated through education policy documentation. It also develops an approach for evaluating inclusive education systems in other jurisdictions.

Authors

• Cathryn Knight, Swansea University

• Tom Crick, Swansea University