EDUCATION FOR SOCIAL EXCLUSION? ISSUES TO DO WITH THE EFFECTIVENESS OF EDUCATIONAL PROVISION FOR YOUNG WOMEN WITH ‘SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES’

Abstract

This paper discusses the experience of mainstream school and special educational provision of some young women with ‘social, emotional or behavioural difficulties’, and asks questions about the outcomes and effectiveness of this kind of education in a policy context of inclusion. It argues for more public discussion of the role of alternative educational provision.