ABSTRACT
In this chapter, the author examines theoretical considerations of equal opportunities and the notion of equity. He considers theories concerning the nature of policy development and use the example of Latour College to illustrate one approach to developing an equal educational opportunities policy for students with special needs. In 1992, the notion of entitlement was incorporated by FE practitioners advising the Further Education Unit into a model of learning support, promoting equity and participation in post-compulsory education and training by students with special needs. During the 1980s, many educational establishments agreed equal opportunities policies that were intended to challenge disadvantage and marginalisation in their institutional setting. Sociology provides some insights about the ways in which people are labelled and the effect such labelling has upon them as well as offering some insights into the mechanics of marginalisation. The consequent marginalisation of people with learning difficulties impoverishes their experiences of adulthood.
