Research Bites: SEND & Inclusion

SEND, Inclusion and Adaptive Teaching

Resourced Provision in Mainstream Schools for Students With SEND: Inclusive Service or Safe Space?
(Strogilos & Ward, 2023)

Rachele Newman

Inclusion is one of the biggest challenges in education today. For students with Special Educational Needs and/or Disabilities (SEND), mainstream schooling is often seen as the ideal—but how do we make it work in practice? One approach in England is Resourced Provision (RP): specialist support within a mainstream setting. But what does RP really look like, and does it deliver on its promise of inclusion?

The Research

The research by Strogilos & Ward (2023) explored Resourced Provision in three schools. This study used a critical communicative methodology, which involves the active participation of the individuals whose realities are being studied, with the aim of promoting social justice and inclusivity. They uncovered two distinct models:

  • RP as an Inclusive Service
    Students spend most of their time in mainstream classrooms, supported by RP staff. The RP acts as a hub for targeted interventions like speech and language support. This model prioritises academic and social inclusion.
  • RP as a Safe Space
    Students are mainly taught in the RP classroom, dipping into mainstream for selected activities. This approach focuses on individualised teaching for complex needs.

Both models exist on a continuum, and flexibility is key. Sometimes, a safe space is essential for students who find mainstream overwhelming.

Benefits and Challenges

Benefits of RP

  • Opportunities for friendships and social learning.
  • Specialist support tailored to individual needs.
  • Parents appreciate the “best of both worlds.”

Challenges of RP

  • Limited co-planning between RP and mainstream teachers.
  • Insufficient differentiation and adaption of teaching in mainstream lessons.
  • Parents worry about widening academic gaps for pupils who engage with RP

What Works Well

  • RP can be effective when there is collaborative planning between RP and mainstream teachers.
  • Visual timetables and social stories to ease transitions between settings
  • Peer support strategies like learning partners can be helpful
  • Regular communication with parents to celebrate progress.
  • Training for Teaching Assistants to ensure high-quality support for pupils engaging with RP

Why This Matters for Teachers

Inclusion isn’t just about being in the same classroom—it’s about meaningful participation. Teachers can make a big difference by:

  • Working closely with RP staff to align teaching and learning strategies for pupils in RP
  • Adapting lessons and using flexible grouping: these are general principles of adaptive teaching and can work well for pupils engaging with RP
  • Building strong relationships with parents

The Bigger Picture

RP as a service reflects a rights-based approach—allowing young people to experience education alongside peers. RP as a space leans toward a needs-based approach—providing specialised teaching for complex needs. The truth? We need both. A blended model offers a realistic path to inclusion, balancing human rights with individual diversity.

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