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However, although inclusive discourse encompasses ideas that appear to be contrary to the medicalisation of special educational needs, evidence reveals that this is not a message that has been delivered effectively to pupils leading to the discriminatory treatment of children who are not obviously different from so-called ‘normal’ children. According to Abberley the medical model sees difference in relation to disease and endeavours to quantify individual impairments in terms of implications for standard treatments. Oliver  argues that educational assessments have historically identified the particular dysfunctional characteristics of a child in order to prescribe treatment. Inclusion on the other hand, views children with special educational needs as valued members of society who are totally ‘normal’ people who just happen to have these ‘extra differences’. All schools in the UK have a register of pupils with special educational needs which holds details of pupil’s learning needs and includes information regarding any emotional and behavioural difficulties they are experiencing. This information goes towards the development of an individual education plan (IEP), which outlines learning targets for staff to include in their teaching.


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