ABSTRACT
In this chapter, the author examines a model of integrated provision and argues that while there is evidence that such provision is based on notions of equity and quality, marginalisation and containment may occur. He also argues that where marginalisation and containment occur it is because there is no challenge to inequalities in the local further education system. The author suggests that his findings support Corbett and Dee’s hypothesis that the language of entitlement and empowerment implicit in the further education funding council’s approach can be employed to subvert equality of opportunity. He also suggests that where he observed students with special needs provided with an integrated post-compulsory education experience, a tendency remains in the system for marginalisation and containment to take place. The author demonstrates that notions of equality of educational opportunity allied to notions of quality in post-compulsory education provision do not necessarily prevent marginalising and containing factors from being present.
