A conceptual paper on the dialectical relationship between policy shifts versus practices regarding the inclusion of children with complex learning difficulties and disabilities in the mainstream context

Abstract In this paper, I explore CLDD within the political background of disability, rooted in debates on SEND studies. Since the 1970s, policy reforms have prompted increased discussion around practices for children with special educational needs and disabilities (SEND). However, these reforms have remained controversial and multidimensional across successive pieces of legislation. A consensus began to emerge in the 1980s, aligning psychological and cognitive theories of disability with special educational needs (SEN) policy. This theoretical foundation has continued to shape contemporary understandings of SEN. At the same time, it has been implicitly reflected in evolving conceptions of more complex needs, which have gradually influenced policy frameworks throughout the 21st century. Still, it did not focus directly on children with CLDD as a distinct group among children with SEND, even if the evolution of legislation has defined the current practices for including this subcategory of children in mainstream and special schools. This paper explores the impact of educational policies on inclusive practices for children with CLDD. It also paves the way for debates on the formal identification of children with CLDD and the challenges of their needs versus available support in the mainstream context. It sparks discussions influencing SEND policy and, thereby, would legitimise future practices and strategies specific to children with CLDD.