Over the last fifteen weeks we have been sharing a range of topics relating to inclusive education practices. We wanted to emphasise the fact that the meaningful inclusion of learners who have Down’s syndrome is not reliant on implementing intervention after intervention, but is often down to an inclusive school leadership, an inclusive and innovative school culture, and relationships – with pupils, with families, with local communities.

We believe that every learner who has Down’s syndrome can benefit from an inclusive mainstream education, but too often we know that schools and families feel that that schools ‘cannot meet needs’.

We have produced a range of resources that demonstrate good practice when it comes to inclusive education, alongside case studies and feedback from people who have Down’s syndrome about what works for them.