Future directions for support provision

Following this review, some guidelines emerge about the use of support to foster inclusive arrangements. It is perhaps useful to relate these to the questions set at the begiiming of this chapter, namely  

The inclusion co-onfi/iotor has a clear role in facilitating these developments. While most integration schemes do nothave anyone in this role, there is an analogue here in the Somerset Inclusion Project in the role of the teacher-co-ordinator. 

On the difficult-to-resolve question of inter-agency collaboration in inclusion, the inclusion co-ordinator also has a role, though consistent change probably requires unified Special Educational Needs (SEN) budgets and single children s departments at local authority level. The professional and policy hurdles to be overcome here make this a distant goal. 

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