ABSTRACT
The main problems of equipping teachers in the post-compulsory phases of education to cater for all those with special educational needs in the Warnock definition and within the context of the 1981 Education Act are summarized. Post-compulsory education being by definition voluntary, there has been an implicit - sometimes even explicit - assumption that it was for students to fit the courses: those who don't fit may perhaps be helped to find another that fits, or else quit. The function of traditional Further Education has been to provide externally designed courses in vocational education and training to equip for skilled employment those who present themselves or are sent by their employers. Moreover, the predominantly part-time model of vocational education and training puts a high premium on self-motivation, commitment and ability to cope, while also making difficult much individualised follow-up additional provision.
