Abstract:

Special educational needs (SEN) is an integrated part of the mainstream schools. This study focuses the issues and arguments about SEN and its management in mainstream schools. The objective of the study is to evaluate the effectiveness and management of SEN in mainstream, to find-out the issues and barriers in its affective way. Interviews were selected as a research tool; the participants were the teachers of a middle school in London Borough of Harrow. The school was selected randomly. There were nine intensive interviews. Those interviews were coded according to their respondents and subject. The teachers and teaching assistants expressed their views and experiences about; SEN children, their attitudes towards SEN children, models of disabilities, definitions of SEN, types of learning difficulties, types of support provided for SEN children, causes of learning difficulties, special and specific intervention programmes of the school, teachers’ evaluation of current SEN Code of Practice and the National Curriculum. Furthermore, critical discussion of the findings and the methodological issues germane to the research findings are discussed. This study is an attempt to provide an analysis of teacher’s perceptions towards SEN management in mainstream.