ABSTRACT
In Chapter 1 we saw how our own experiences and values as human beings and professional educators influence the way in which we interpret difficulties experienced by students in schools (Fulcher, 1989; Wearmouth, 2009). Chapter 2 begins with an overview of the history of provision for children seen as ‘different’ from peers on account of the learning or physical difficulties they experienced, or the behaviour they displayed, and continues with a discussion of the way that schools’ thinking about learning, behaviour and children’s rights has changed over time.
