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Which way next? What is the real choice for students leaving a special school?
Author(s) -
ELSON NICOLA
Publication year - 2011
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.2011.01498.x
Subject(s) - mainstream , vision , perspective (graphical) , psychology , special education , pedagogy , special educational needs , strengths and weaknesses , learning disability , inclusion (mineral) , mathematics education , least restrictive environment , medical education , mainstreaming , sociology , developmental psychology , medicine , political science , social psychology , artificial intelligence , anthropology , computer science , law
Warnock advocated that all young people with learning difficulties should be entitled to an appropriate education beyond the compulsory age of 16. The purpose of the study was to investigate attitudes to post‐16 educational provision for students with special educational needs. What are the strengths and weaknesses of current provision and is it deemed adequate from the perspective of the student? The study reveals that despite many of Warnock's visions becoming a reality, many have not. For students with moderate learning difficulties the doors have, by and large, been opened to access mainstream further education provision at least to some extent. However, for those students with more severe difficulties, including autistic spectrum condition and profound and multiple learning difficulties, provision appears to be either inadequate or simply unavailable.