Abstract
While this paper recognises the rights of individual pupils with disability to be educated in mainstream settings, and acknowledges the enormous amount of progress in this direction, it draws attention to the lack of research in this area and some of the very dubious inferences underpinning current policy decisions. It examines this from the perspective of decisions, routes and destinations.
The presenter believes that decisions are being taken on the flimsiest of rationales which at their core are ideologically or managerially based rather than on the best interests of the individual child. It also argues that there are routes to full inclusion which offer much more sensible alternatives than some of the sudden baptisms currently advocated. It concludes that while full inclusion is both a laudable and rational aim, to conclude that the eventual destination of all pupils with disability is mainstream class situations is misleading, even dangerous.
The presenter offers what he sees as a sensible, alternative model.
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