ABSTRACT
In this chapter, the author argues that the educational experience of students with special needs on discrete provision is not adequately monitored, recorded, assessed or accredited. He suggests that the near-absence of these features contributes to the marginalisation of students and the denying of access to a wider range of post-compulsory education experience. The author also suggests that lack of these features tends to prevent students from being able to break out of the cycle of marginalisation and containment into which their educational experience of discrete provision has led them for it demonstrates an ignoring of the lived experiences of students. He explains the relationship between output related funding and student assessment and accreditation from an interview he conducted with a deaf and partially blind trainee at Trocadero Training. The author demonstrates that the attraction for Pantin University was the European social fund.
