Voices from segregated schooling: towards an inclusive education system

Romantown LEA, like other authorities in England and Wales, is adopting a p olicy of 'inclusion' in providing education for young disabled people. The reorganisation has involved the closure of Adamston, an all-age school for pupils with physical disabilities. This article addresses the meaning of 'i nclusion' from the viewpoint of disabled people who have experienced segreg ated education. We draw first on the literature to offer an analysis of the documented views of survivors of special schools. Secondly, we explore the views and experiences of Adamston pupils prior to the closure of the schoo l. In presenting what clearly represents a wide range of experiences we see k to take the debate beyond the sterile analysis of 'pros and cons' of spec ial schools. We argue that voices from experiences of segregation are centr al in constructing 'inclusion' and essential in any process of change towar ds an education system which is truly inclusive.