in Excellence for All; The Programme of Action and Removing Barriers to Achievement have supported the development of inclusion. UNESCO (1994 p7) stated ‘that those schools that had adopted inclusive policies are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. Moreover, they provide an effective education for the majority of children (without special needs) and improving the efficiency and ultimately the cost effectiveness of the entire education system’. In implementing the EA, Educating Scotland (2012) also supports the philosophy of inclusive education. They stipulate that inclusion rather than integration demonstrates a move away from seeing disabilities as a ‘deficit model’. The emphasis through the EA is more about recognising the whole person rather than focusing on the learner as being deficient in some way due to their disability. Individual students under the EA should not be catagorised but adjustments introduced which will allow the same opportunities as non-disabled students. In support of UNESCO, Pupil Support and Access (2001 p2) demonstrate the importance of inclusion. ‘Schools supported by local education authorities and others should actively seek to remove the barriers to learning and participation that can hinder or exclude pupils with SEN. Schools and local education authorities that are successful at including pupils with special educational needs meet those needs in a positive and proactive way. They also approach inclusion as part of their overall improvement strategy. Inclusion is far more than just about the location of a child’s school placement’. The above statements strongly support the EA’s ideals of inclusion and pr>