ABSTRACT
Disability exposes the failings of educational institutions that still, after years of disability advocacy and activism, fail to anticipate their responsibilities to a wide body of students and to the varied bodies of individual learners. The inclusion of children with additional support needs (ASN) into schools has, as Riddell noted, at times been met with hostility, their parents often being treated as "unwelcome customers". In order to create a form of education that has the potential to fully respect the individuality of children with ASN or disabilities, and therefore enable transformation, needs a radical approach. Several scholars attest to the importance of liminal and relational spaces in helping children/students to be who they want/need to be, situated within transformative practices. Respect for children and 'listening' to them within a relational space, helps to reimagine relationships and a new "possibility for interpretation of pedagogical practices".
