ABSTRACT
This conclusion presents an overview of the key concepts discussed in the preceding chapters of this book. The book discusses that the principles and practice of empowerment are applicable to all pupils, irrespective of their learning or social performances. It brings us close to the view held by L. Barton and others that the promotion of the term 'inclusive education' will be a potent weapon against those who 'give legitimation to individualistic, deficit views of the person'. The book identifies some of the issues which teachers could use as starting points or questions for reflection on their current approach to advocacy and self-advocacy. It highlights a range of considerations which schools need to address or review in order to promote advocacy and self-advocacy. The growth of advocacy and self-advocacy for pupils who have special educational needs will develop only by direct, unified action on the part of all those involved and by constant monitoring of the progress made.
