Inclusively Bright: How to Achieve an Inclusive Education Act

Article compiled by Stephen Hodgkins, on behalf of The Coalition for Inclusive Education.

Stephen Hodgkins outside in front of a tree holding a sharpie

We, The Coalition for Inclusive Education, supported by ALLFIE, have recently set out a vision and proposal for an Inclusive Education Act. This vision is one of inclusion, justice, and a right for all Disabled learners to access and thrive in mainstream education settings. As we wait for the Department for Education to announce the Schools White Paper, we share a summary of our report ‘Achieving an Inclusive Education Act’ which includes both our vision and some of the details of what we propose.  

The Coalition for Inclusive Education 

Formed in 2024, the Coalition has brought together Disabled people and allies committed to ending segregation and achieving Inclusive Education. Through workshops and discussions, the Coalition has considered long and hard how we can make Inclusive Education a reality in the UK. We have explored disability history, international perspectives, research and the lived experiences of Disabled learners.  

The need for an Inclusive Education Act 

ALLFIE has long championed Inclusive Education, highlighting its benefits and the challenges within the current system. Our recent report ‘Achieving an Inclusive Education Act’, emphasises that Inclusive Education is essential for lifelong equality and justice, allowing Disabled pupils and students to participate fully in all learning activities.  

The UN Convention on The Rights of Persons with Disabilities (UNCRPD) provides a framework for this, but the UK has yet to fully implement Article 24, which would guarantee the right to Inclusive Education. 

What an Inclusive Education Act Would Do 

Front cover of 'Achieving an inclusive education Act'

An Inclusive Education Act would confront the underlying systemic barriers that perpetuate the marginalisation and discrimination of Disabled people within the education system and wider society.   

It would support students who face barriers to successfully participate and achieve. This would be facilitated by enabling educators to innovate and develop learning environments and systems that are effective, accessible and diverse.     

The following list details the nine key points that we believe an Inclusive Education Act should both include and seek to achieve:  

1. A Right to Inclusive Education:  

Enshrine in law the right for all Disabled students to receive appropriate support in mainstream settings, in line with UNCRPD Article 24. 

2. Phase Out Segregated Education:  

Close special and segregated education provisions, redirecting funding to Inclusive Education. 

3. Enable Accessibility: 

Ensure all educational settings are accessible and provide necessary adjustments for Disabled students. 

4. A Curriculum for All:  

Develop a flexible and accessible curriculum that meets the needs of all learners with support that is universal and personalised. 

5. Monitor and Promote Inclusion:  

Establish a single system for monitoring and promoting Inclusive Education, ensuring that support is provided as standard. 

6. More Disabled People as Teachers:  

Increase the number of Disabled educators and provide appropriate workplace support. 

7. Skills for Inclusion:  

Create a comprehensive Inclusive Education training programme for teachers and other members of the education workforce. 

8. Representing Disabled People:  

Increase the visibility and representation of Disabled people, and their history and culture in the curriculum and learning contexts. 

9. A Proactive Approach:  

Address discrimination and exclusion proactively, making sure to consider intersectional experiences. 

How we make an Inclusive Education Act a reality 

While there is significant support for such an Act, the will is not yet fully realised. There are many competing stories and narratives about how to best support Disabled students that muddle the vision.  

However, there is common ground in many areas domestically and internationally that can support and influence the steps needed for the goal of an Inclusive Education Act to become a reality in the UK.  Having set out a vision for an Inclusive Education Act, we recognise that there is still some work to do.   

This includes developing a deeper understanding of the current segregated education and special school landscape, as well as identifying areas of discrimination across other parts of the education system that affect   Disabled pupils and students. In particular, we must consider what Young Disabled people think. Their views will help us to understand the resistance to inclusion and to build common ground and consensus around issues specific to the UK context.   

We also recognise the need to do more work to create what a ‘curriculum for all’ would actually look like. What it would mean for learners, and the skills they will need as they emerge as future citizens. We must also consider what educators need so that they can both inspire and support all learners to enjoy, and indeed to love, learning and pursue their individual interests in diverse collective settings. Finally, we must explore how Inclusive Education can become a lived reality and present a practical strategy to implement this. We must also broaden and develop the Coalition’s membership to help achieve this. So, if you are passionate about Inclusive Education, please do connect with us.   

We believe that an Inclusive Education Act would be a significant step towards achieving equality and justice for Disabled students in the UK. By addressing systemic barriers and promoting inclusive practices, the Act aims to create an education system that supports all students, equipping them as citizens and crucially custodians of a future world that could be inclusively bright.    

Read our report, which is available in accessible formats: 

For more information about The Coalition for Inclusive Education, or to get in touch, contact the Alliance for Inclusive Education 

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