ABSTRACT
To be able to learn and play alongside their chronological peers is a vital part of inclusion for pupils with learning difficulties. There are no lessons on how to be twelve or thirteen – children work this out for themselves by being together, talking, listening to music, watching older pupils being cool, and by distancing themselves from the younger ones! Without this everyday contact a pupil with learning difficulties becomes even more different; in how they dress, their interests – even in the words they use. Adults are very caring and well-meaning but they no longer have the ‘social code’ of young people.
