ABSTRACT
'Integration' and 'inclusion' are not subjects, they are notions or concepts and, just occasionally, they are banners on the street. This chapter discusses that child with severe and/or complex needs such that he or she would typically receive their education in a school for pupils with severe learning difficulties. The medical model is increasingly argued that the special education paradigm is still largely rooted in the medical model of disability which views the child or young person as sick or broken and hence in need of being made well or whole once more. The Circles exercise highlights the lack of friends and acquaintances and the proliferation of professionals in the lives of these children. The value most people would identify is that it enables children to get to know each other and carry over those friendships into their lives outside school. Any lesson can be interpreted for any child so as to make such participation meaningful.
