Finally Included? The Evolution of Curricular Access for Students with Learning Difficulties

• Published in: Scottish educational review 2006-03, Vol.38 (1), p.61-72
• Main Authors: Howieson, Cathy, Closs, Alison
• Format: Article
• Language: English
• ISSN: 0141-9072; 2773-0840
• DOI: 10.1163/27730840-03801007

The article sets its discussion within the current Scottish context of a drive towards a more equitable society in which previously marginalised individuals and groups should be included. The recent Higher Still (HS) curricular reform is seen as part of this drive. The authors first address the issue of the descriptive 'labels' of students. They then turn to the central theme of the article: a critical analysis of how Scottish curricular reforms in the past have failed to offer students with learning difficulties full access to a national curriculum and assessment framework. Although some limited advances were made towards including some students with learning difficulties in other reforms, the authors argue that inclusion in a national curriculum and qualification system for students with very substantial generalised learning difficulties has only been attempted through HS. The final section of the article outlines how institutions have reacted to the opportunities offered by HS in respect of students with learning difficulties, drawing on the findings of a recent study of the implementation of the new National Qualifications (NQs) system of HS. Staff in schools and colleges were positive about the inclusion of students with learning difficulties in the system. However, the article suggests that it is now time to examine a range of as yet unexplored issues: the impact of Higher Still on the teaching and learning experiences of students with learning difficulties; their progression through and beyond education; and whether the curricular inclusion promoted by HS has influenced other forms of inclusion.