ABSTRACT
In this chapter I examine citizenship education in England and consider the role citizenship education might play in promoting meaningful access to community and participation for people with learning difficulties. I begin by briefly exploring the meaning of ‘being a citizen’ for people with learning difficulties for whom fixed and traditional notions of both citizenship and adulthood may not comfortably apply. I then consider the concept of citizenship in relation to childhood; children are, of course, the recipients of, and participants in, citizenship education. The background and context of citizenship education in England is explored with specific reference to children and young people with learning difficulties. Four key themes are then addressed in terms of how citizenship education can promote access:pedagogy,participation, choice and community. I argue that citizenship education needs to be regarded as more than a curriculum subject and enacted as a principled ethical approach so that children and young people are ‘living citizenship’.This then has potential for ‘living access’ to community and participation.
