‘The odd couple’: an FE educator’s perspective of the management of behaviour of ‘special needs’ learners in the Lifelong Learning Sector

Abstract

The term 'Special Needs' is one which is poorly defined in general and particularly nuanced in the Lifelong Learning Sector, where its meaning has been extended to incorporate economic and social needs in addition to the more 'traditional' interpretation of the term. Although the sector apparently operates inclusively, welcoming learners with special needs, there are differences in the management of the behaviour and relationships of students, which are arguably generated by the varying definitions applied to the type and level of the challenges they face. This paper explores these differences by examining them from the philosophical standpoints of Bourdieu and Foucault.

Swedish Folk High Schools and Inclusive Education

“…Even if folk high schools, as part of the lifelong learning sector, recently seem to have started a new discourse on special needs (see Spenceley, 2012), traces of this discourse could be found as early as the mid-1980s when folk high schools were described as 'an avenue for the education and integration of young adults with special needs' (Juul, 1985, p. 121). However, the ongoing international discourse on special needs has shifted in the meantime, arguing and aiming for inclusive education, which calls for incorporating adult learning to a greater extent.…”

“…Although the academic discussion on inclusive education refers frequently to school and children, adult learning and disability are being increasingly addressed (e.g. Clark, 2006;Spenceley, 2012). Accordingly, research can be systematized in three ways: (a) meeting diversity in the learning context, (b) sociocultural and economic power issues, and (c) emancipatory self-directed learning approaches.…”