ABSTRACT
This chapter explores the archetypal dynamics that may lie behind the longstanding debates about the ideal and reality of inclusion in the education system of England and Wales. ‘Inclusion’ broadly refers to the principle that all pupils, irrespective of special educational need (SEN), should be included in the mainstream of education provision. The focus for this exploration is the needs of pupils with severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD). By playing imaginatively with what these pupils may represent in relation to some of Jung’s archetypal figures of the psyche I aim to stimulate reflection on how these pupils might genuinely find their place within the education system. To complement this discussion, disguised examples will be given of how these archetypal representations may show themselves, based on pupils I have worked with.
