ABSTRACT
This chapter explores the concept of marginalisation in education, as well as how the concept relates to inclusion. In order to do this it considers the ways in which marginalisation has been defined in the literature, as well as looking at the issue of labelling (particularly the use of the term ‘special educational needs’) and the links with marginalisation. It is argued that labelling does not necessarily lead to pupils being overlooked. At the same time, it explains how, by focusing only on those students who are defined as being in some sense vulnerable, we might be overlooking others who are experiencing marginalisation.
