This paper considers the notion of ‘inclusion’ in the provision of education for young disabled people in a climate of closing specialist schools. Uniquely, it analyses the judgements of disabled adults on their education and the views and experiences of pupils from a specialist school. Cook argues that understanding experiences of segregation is crucial to the construction of education policies that are truly inclusive. The paper highlights the ability and importance of the contribution of pupils to changing education policy, to policymakers in the local authority who commissioned the research and local user groups such as parent partnerships and networks.
|Journal||Disability & Society|
|Publication status||Published - Mar 2001|