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This paper considers the current situation regarding the use of special educational settings within the range of provision available to children with special educational needs. Argument is put forward that notions of inclusion which imply educating all children in mainstream schools may be detrimental to meeting individual needs and lead to experiences of exclusion for some children. Issues of human rights and equal opportunities are explored in terms of tensions between what is intended by educators and the received experience for individual children. A way forward is suggested for the debate about how to most effectively include all children.

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