.
The Swann Report (1985) agrees with the RRAA that GRT communities are regarded as an ethnic group. This was based upon the amount of data collected which emphasized the difficulties experienced by the GRT children, and how their educational requirements had been overlooked in the past as they had not been considered an ethnic minority. The views of travellers were also considered, who felt their community shared comparisons with other ethnic groups. The Plowden Report highlighted the plight of GRT children as they were "probably the most severely deprived in the country" (Plowden Report, 1967, p.59). Their underachievement was due to either a lack of school attendance or other barriers that restricted their educational development. Although a number of strategies were implemented to tackle this issue, the DES (2003) confirmed very little had changed. .
Three Barriers for Full Inclusion.
Teachers.
GRT children can face barriers from teachers which can limit an inclusive education. Jordan (2000) explains that a lack of understanding of the cultures and traditions of the GRT communities by the teaching professionals will prevent the integration of Gypsy, Roma and Traveller children. Wild-Smith (2005) validates that unless this lack of knowledge is addressed and tutors become more acquainted with the GRT heritage, schools with continue to put up a barrier towards GRT children. O'Hanlon and Holmes (2004) also imply that lessons can be affected by teachers being unaware of the cultural beliefs and morals instilled into the Gypsy, Roma and Traveller children. .
For example, GRT pupils may object to participating in physical education lessons as they feel conscious of undressing in the communal changing rooms and believe the sports kit to be unsuitable clothing. Cudworth (2008) also mentions that minimal understanding of the culture is not only reflected by attitudes of the teaching staff, but also the National Curriculum within the educational structure.
