ABSTRACT
A local education authority (LEA) we shall call Romantown has begun reorganising its special educational needs provision under a policy fl ag of ‘inclusion’. The changing policy and associated changes in provision and practice are, at least in general terms, being undertaken in numerous local authorities around Britain. One aspect of Romantown’s reorganisation involved the closure of an all-age school we shall call Adamston, for pupils with physical disabilities, a school which fi rst opened in the 1920s. The pupils from this school have been placed (in September 1999) in a range of provision, particularly in mainstream schools with ‘additionally resourced centres’ and newly-opened special schools for pupils with learning diffi culties. (The reorganised system did not include a school for pupils with physical disabilities.) We explored the pupils’ views about their education, and the changes they were experiencing, in a project in which a photograph album of pupils’ memories of Adamston was created.
