Including students with personal care and physical needs: a discussion of how attitudes of school and college staff impact on effective educational inclusion

Abstract

This article explores the different ways in which inclusion is interpreted in the context of students who have personal care and physical needs. This varies according to professional and role orientations. The author gathers the views of practitioners in schools and colleges, as well as those working in local authority settings. The findings indicate variations in the level of willingness to include these students, and suggest the need for greater consistency in approach if the needs of such young people are to be met.