Three surprising ways of impeding the integration of students with special needs into FE curricular contexts and how inclusive education may begin to help on this

Abstract

Whilst there have been major developments in the integration of students with special needs in Further Education in England and Wales, a number of policies and practices still inadvertedly hinder the integration process. These factors hindering integration are the development of discrete groups, the labelling process and the emphasis upon the ‘care’ role of Special Needs Teachers. Some strategies are suggested to overcome these impediments.