ABSTRACT
A key example of a complex issue being reduced to a simplistic perspective is that of the professional discourse surrounding the notion of 'transition to adulthood'. Within this discourse, the characteristic features of adulthood are identified as autonomy, productive activity leading to economic self-sufficiency, social interaction and a valued role within the family. Adulthood can also be contradictory in its expression. Gaining employment is seen as one of the main components of adulthood. The consequent marginalisation of people with learning difficulties impoverishes their experiences of adulthood. In this process they transfer the dependency of their schooling to their adult status. Decision-making is a key act of those who are deemed responsible. It thus assumes a privileged status. Within the rhetoric of empowerment, decision-making is a central component. Special education has been recognised as containing a disproportionate number of working-class children and young people.
