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encouraging the students to meet their outcomes and giving prompt and accurate feedback.

By being there for the students and supporting them through difficult tasks is only way to pass on the knowledge and skills that the teacher possesses even if you are mentoring. Demonstration is the key word especially if I'm conducting practical training/learning. However Maslow's Hierarchy of Needs makes the point that the lower needs are identified first before rising upwards step by step.

The aim of inclusive education is surely to encourage colleges to reconsider teaching approaches and pupil groupings so that they support and respond to the needs of all pupils (Farrell, 2000 p 77). An inclusive classroom is one where the needs of all pupils are taken into account and individual differences are valued, irrespective of social or cultural backgrounds, disability or learning difficulties. The factors affecting inclusive education are vast and include curriculum content and organisation, attitudes of staff and pupils, quality of teaching, standards of attendance and behaviour (Alban-Metcalfe & Alban-Metcalfe, 2001: 21). It is the responsibility of both colleges and teachers to develop the best possible environment for all students, and how inclusive a particular college is, is not easy to gauge. Richards (1999: p 99) believes it can only be achieved by colleges that are committed to maximising inclusion and minimising exclusion.

I believe and understand all pupils have the right to be educated along with their peers in mainstream college. However, my college experiences to date have resulted in mixed opinions about the extent of inclusion. It is important to state that this is not from a prejudicial view point, simply a practical one. From my observations a class may consist of many pupils with differing special learning requirements and many more that are categorised as 'normal'. I have regularly observed pupils who become disengaged because they do not understand the work or are frustrated by receiving little support. This often manifests itself in unruly behaviour and in extreme cases large portions of a lesson can be disrupted for the whole class. If the pupil had been given the attention and support they require then in some cases the poor behaviour may have been averted. I believe managing the conduct of pupils in the classroom is often pivotal to the learning experience which the majority of them receive. Van Acker & Wehby (2000: 93) believe

'some of the greatest concerns expressed by educators throughout this country involve finding ways to effectively address the needs of students who display challenging behaviour within the school setting'.

Van Acker, R. W., & Wehby, J.H. (2000). Exploring the social contexts influencing student success or failure. Michigan. Heldref Publications

I have also observed pupils in lessons continuously struggle because the teacher simply does not have the time to give them the additional support they require. When this occurs, what do these pupils gain from being in large, diverse groups? In my opinion they are being disadvantaged by being denied specialist, segregated provision.

I can see both positive and negatives, principles and practicalities of inclusion but unfortunately I can see no ideal solution. Maybe an education which involves a mixture of both mainstream and specialist teaching wou