Although the number of resource provision (RP) classrooms for the education of students with special educational needs and/or disabilities (SEND) in English mainstream schools has increased, very little is known about their functioning and impact. Through collaborative research, based on critical communicative methodology, this study aims to (i) evaluate with the participants the effective practices and challenges in educating students with SEND in RP and mainstream classrooms, and (ii) discuss the position of RP within the inclusion and exclusion debate. Reflective conversations, communicative focus groups and communicative observations were conducted with teachers, teaching assistants, mothers and students in three schools. Two different models were identified in the conceptualisation and practice of RP; either as a service to promote the education and inclusion of students with SEND in mainstream classroom/school, or as a space for specialised provision with opportunities for inclusion. These models reflect two different approaches in the education of these students, the rights- and the needs-based approach respectively. We argue that RP as inclusive service should be prioritised. However, flexibility in its conceptualisation and functioning, either as inclusive service or safe space, can positively contribute towards a realistic approach to inclusion combining human rights and individual diversity perspectives.

中文翻译：

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主流学校为有特殊教育需要和/或残疾的学生提供的资源：包容性服务还是安全空间？

尽管英语主流学校中用于教育有特殊教育需要和/或残疾的学生 (SEND) 的资源提供 (RP) 教室的数量有所增加，但对其功能和影响知之甚少。通过基于批判性交际方法的合作研究，本研究旨在 (i) 与参与者一起评估在 RP 和主流课堂中对学生进行 SEND 教育的有效实践和挑战，以及 (ii) 讨论 RP 在包容性和包容性中的地位。排除辩论。与三所学校的教师、助教、母亲和学生进行了反思性对话、交流焦点小组和交流观察。在 RP 的概念化和实践中确定了两种不同的模型；既可以作为促进 SEND 学生在主流课堂/学校中接受教育和融入的服务，也可以作为提供融入机会的专门空间。这些模型反映了对这些学生的两种不同的教育方法，分别是基于权利的方法和基于需求的方法。我们认为，RP 作为包容性服务应该被优先考虑。然而，其概念和功能的灵活性，无论是作为包容性服务还是安全空间，都可以积极促进结合人权和个人多样性观点的现实包容方法。