When inclusion is thought about, the tendency is to focus on specificsettings. This creates a fixation on resolving details such as the widthof doors, availability of lifts and toilet sizes, rather than thinkingabout a disabled young person's experience of life as part of acommunity.
In addition, schools are the usual settings under consideration; andthis is the second mistake. Adults are so hung up on the importance ofeducation that when we consider how to integrate disabled andnon-disabled children, we immediately assume this must be achieved inschool.
For 30 years, we have seen debate rocking between the ideal of allchildren being educated together, and the practicalities for the averagecomprehensive of being able to deliver the support requirements of anydisabled young person.
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