Special or mainstream? The views of disabled students

Abstract

This article explores the recent policy concerning the education of disabled children and young people, and the debate of special education versus mainstream inclusion propelled by Warnock. It argues that the formal and informal practices, designed by non‐disabled adults, to facilitate the inclusion of disabled students in mainstream schools may be very similar to those which disabled students perceive as barriers to their full participation in mainstream education. This article presents empirical evidence, divided into three themes, to emphasise disabled children’s individual perceptions and experiences of mainstream and special school, as well as their preferences towards both. In so doing, it suggests that disabled children are not a homogeneous group and constructing them as such often overlooks the diversity and richness of their everyday lives. Further, it highlights the importance of including disabled children and young people in developing policy that impacts their lives.