Since the Warnock (DES, 1978) and Progress Reports (SED, 1978) policy and legislation in Scotland has been enacted in a bid to create a more inclusive educational system. Despite an evolving legal and policy framework, or indeed perhaps because of it, tensions exist in the system and the deficit nature of language and practice remains. In this context where do more able learners find themselves? This paper will examine the concept of inclusion and the legal and policy framework that currently exists in Scotland for evidence that the education of more able learners is encompassed by this inclusive approach.
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