ABSTRACT
This chapter begins with the observation that establishing a national curriculum policy for pupils with a wide range of abilities and needs is, has been, and will always be, a highly contested terrain within education. It discusses the challenges surrounding school exclusion and the dilemmas experienced by schools, teachers and pupils. The chapter explains how the national curriculum, in confluence with other national policies, appears to has created a set of conditions and dynamics in schools, which, may has unintentionally encouraged the recent growth in school exclusions. It presents an explanation of the policy dynamics related to the growth in school exclusions. The chapter provides an analysis of the impact of the National Curriculum on schools and teachers. It also provides an analysis of the conditions of teaching and learning; fourth, a discussion of policy implications; and a final section of concluding thoughts.
