This paper critically examines the array of policy approaches that have been adopted in the field of special needs education in Scotland over recent years. These are characterized in the following ways: (1) supporting or changing the child--an individualized approach; (2) making schools inclusive for all--a systems approach; (3) challenging the…

Argues that adult education in Scotland is increasingly subject to a marketplace model that treats people as individual consumers who make rational choices about education on the basis of quality and price. Claims that this model is flawed from the perspectives of learners, educational providers, and professionals and results in policies that…