This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws upon research conducted for the author's doctoral study, which explored management of the role of Teaching Assistants on the social inclusion of pupils identified with SEND in mainstream primary schools. Reviewing relevant literature has informed the presentation of two researcher‐ devised models, tentatively depicting the process of social inclusion for pupils identified with SEND in mainstream primary communities, as 'fuzzy generalizations', to inform future research. Firstly, an 'ideal' model of social inclusion is presented, highlighting the likely process by which pupils may achieve the end goal of social inclusion: participation. Secondly, a 'current' model of social inclusion is presented, which draws upon the empirical research conducted in three mainstream primary contexts for the author's doctoral study. The two models highlight the frequent disparity between the 'ideal' goal of social inclusion and the current outcome of the process of social inclusion for many pupils identified with SEND in mainstream primary contexts. [ABSTRACT FROM AUTHOR]

中文翻译：

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探索社会包容与特殊教育需求之间的关系：主流主要观点

本文探讨了就读英国主流小学的儿童实现社会包容的过程。它介绍了系统文献综述的结果，然后是实证研究，探索了社会包容的概念，特别是关于 SEND 学生的经历。这篇文章借鉴了为作者的博士研究而进行的研究，该研究探讨了在主流小学中如何管理助教对 SEND 学生的社会包容的作用。回顾相关文献已经为两个研究人员设计的模型的介绍提供了信息，暂时将主流小学社区中被识别为 SEND 的学生的社会包容过程描述为“模糊概括”，为未来的研究提供信息。首先，一个' 提出了理想的社会包容模型，强调了学生实现社会包容最终目标的可能过程：参与。其次，提出了社会包容的“当前”模型，该模型借鉴了在作者博士研究的三个主流主要背景下进行的实证研究。这两个模型强调了社会包容的“理想”目标与许多在主流小学环境中被认定为 SEND 的学生的社会包容过程的当前结果之间经常存在差异。[作者摘要] 它借鉴了作者博士研究在三个主流主要背景下进行的实证研究。这两个模型强调了社会包容的“理想”目标与许多在主流小学环境中被认定为 SEND 的学生的社会包容过程的当前结果之间经常存在差异。[作者摘要] 它借鉴了作者博士研究在三个主流主要背景下进行的实证研究。这两个模型强调了社会包容的“理想”目标与许多在主流小学环境中被认定为 SEND 的学生的社会包容过程的当前结果之间经常存在差异。[作者摘要]