ABSTRACT
Lannen cites the experience at the Red Rose School, a dedicated shortterm provision for children with specific learning difficulties in Lancashire, England. Most of the children admitted to the school have failed in the mainstream setting and have, not surprisingly, low levels of self-esteem, as well as low attainments. But within this specialised resource the children progress and all are eventually re-admitted to mainstream schools or further education. Even within this dedicated special provision it can be argued that the principles of inclusion are operating. All children within this environment have an entitlement to the full curriculum and to have their social, emotional and educational needs met. Inclusion needs to be seen as a flexible package to meet the diverse needs of children. Mainstream schools can be part of that package, but just because a child with dyslexia is sitting in a mainstream classroom does not mean that child is receiving the benefits of an inclusive education.
