Using the accounts of mainstream pupils and pupils with SEN, the
author explores the pupils' identities and experiences in relation
to each other. In particular, mainstream pupils often function as
"deciders" with regard to the inclusion of pupils with special
educational needs. The research also shows how the pupils with SEN
actively challenge these decisions and seek to influence
perceptions of themselves and their inclusion experiences through
the "practices of self". It argues that existing research has
tended to focus upon the practices of integration and inclusion,
without much attention being paid to what inclusion means to young
people. Strategies for inclusion have to take into account both
mainstream and SEN pupils, if they are to have a chance of
succeeding. The research presented in this book should prove of
value in helping teachers achieve inclusion in the classroom.
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