Abstract
The changing British society with new commitments to educational inclusion for disabled people should mean increased individual freedom of choice and greater chance of participation. However, juggling this with the continuing emphasis on education for the economy brings the danger of new forms of social exclusion of those who do have different needs and require additional support to take advantage of opportunities and make informed decisions about their professional futures. This contradiction encourages the deteriorating academic and career‐oriented foresight of special schools and the inclusion of all disabled students in mainstream education, without providing enough support to cater for the diversity and differentiation it generates. This paper adds to this debate by reporting on the work in progress of a project funded by the European Social Fund, concerning the educational experiences of a group of young disabled people still in full‐time mainstream or special education. It presents some personal accounts of the young people's perceptions of how their educational environment influences their personal aspirations for future careers and post‐school choices. This research strives to give a voice to young disabled people, informing policy concerned with young people, education and transitions to work.