ABSTRACT
This chapter examines whether inclusive education or special education programmes are more likely to result in young people with special educational needs and disabilities (SEND) becoming as independent as possible and optimally included in their communities post-school. To address this question, the findings of existing research on the effectiveness of a range of inclusive and special education programmes, especially those that include the perspectives of young people themselves and their parents, are discussed. Evidence for the achievement of maximum inclusion of young people with SEND in the community as adults is evaluated by considering the findings of three outcome studies of young people with learning or behavioural difficulties who have experienced special education or inclusive education, or a combination of the two.
