ABSTRACT
This chapter discusses the question of the social functions of labelling and examines this complex issue within the context of the radical changes emanating from the 1988 Education Reform Act. It introduces the centrality of the social construction of categories and the significance of the social context in understanding questions of personal identity and opportunity. The chapter argues for a recognition of the role of power-relations and the inadequacy and misguided nature of those perspectives that give legitimation to individualistic, deficit views of the person. The extent to which schools will be welcoming institutions to all pupils irrespective of disability, race, gender or class will be seriously challenged. Less money will be allocated within increasing numbers of schools for supporting special needs work, including support staff. Rather than inclusive educational provision, more segregated schooling will develop. In a market-driven system of schooling labels will be a significant means of unlocking funds.
