Policy changes in post–school learning for people with disabilities and learning difficulties and the implications for practice

Abstract

In this article Liz Maudslay argues that a strong infrastructure is required in the post–school sector if people with disabilities and learning difficulties are to benefit from the recent changes in post–school education. In her analysis of these legislative changes she considers the implications of issues such as transition, the place of specialist colleges, excluded groups and the role of multi–agency working.