• 1. Historical Perspectives and Present Context  2. Design and Conduct of the Investigation  3. Where Have the Current Issues Come From?  4. Equal Opportunities and Equity  5. The Education Market Place  6. Labels: The Language of Marginalization  7. The Creation and Maintenance of Marginalization: Students and Special Needs in Discrete Provision  8. Depths of Marginalization: Lack of Student Involvement in Planning Their Own Post-Compulsory Education Experience  9. Helping the Marginalization Process Along: Lack of Recording, Assessment or Accreditation of Students’ Educational Experience  10. Equity: Respite From Some of the Effects of Marginalization and Containment  11. Determining Quality: Teaching Styles  12. Arbiters of Quality: Management Styles and their Effect on Special Needs Provision  13. In Conclusion: Reflections.

’This is an important text for it’s contribution to our understanding of inclusiveness in both educational and wider community contexts. All those who are already active in the broad arena of social care, or preparing so to do in the future should read this book.’ David Johnstone, Head of Disability and Community Studies, Edge Hill University College, Ormskirk, UK ’This research study sets recent changes in post-compulsory education provision for students with special needs...contains very useful comparative material for researchers.’ Educational Book Review