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To critically explore policy, pedagogy and practice in relation to the educational experiences of all children, young people and those who are ‘vulnerable’, ‘marginalised’ or ‘excluded’. In supporting and promoting the importance of inclusion and well-being, we recognise that these concepts have and continue to be problematic at a number of levels, particularly for children and young people who exhibit a broad range of diverse, additional and potentially complex learning needs.
These include: Teacher Educator Advancement Network, Social, Emotional and Behavioural Difficulties Association, National Education Trust, National Association of Primary Education, The British Psychological Society: Psychology of Education, Youth Sport Trust and the Department for Education.