ABSTRACT
This chapter examines issues that arise in the participation of children with difficulties and disabilities and the partnership between their parents and professionals, which are central issues in any analysis of inclusive education. The chapter examines various tensions in the field: participation–protection, difference as enabling–stigmatising, social inclusion–choice and equity–choice. The tension between participation and protection is discussed in relation to children and young people with difficulties and disabilities. The other key tension, discussed previously as a dilemma of difference, is examined from the child and young person’s perspective; wanting to have one’s difference recognised without being stigmatised. Another tension covered in this chapter is about social inclusion in terms of autonomy and control in social interaction. The final section discusses a further tension between parental choice and equity of provision that has become central to special needs and inclusive education policy in the UK and internationally. The chapter also shows how these tensions are connected in terms of the triangular relationships between children, adults (parents and teachers) and responsible organisations (local authorities and schools).
