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This paper aims to look forward to the next generation of policymaking on learning disability and recommends a unitary strategy covering all phases of life including childhood.

In this paper, the author addresses the policy gap between inclusion in ordinary (“mainstream”) schools and inclusion in ordinary adult life. The author asks why what has been accepted, at least in principle, for the adult two-thirds of the learning disabled population is still contested for the other, younger third. In the following sections, the author summarises the present discrepancy, compares the rights of children in general with those of people with learning disabilities and outlines the rationale for a 0-99 years focus in research and practice on learning disability, and for future government strategy to establish a 0-99 policy.

It is in the broad context of a unitary 0-99 years approach that policymaking must in future be addressed. The education of children is key to the success of their adult lives, and makes the policy of educating them together in ordinary schools (i.e. giving them from the start the “ordinary lives” that are the main goal of adult policy) an imperative.

The need to consider children’s rights in a general sense has not previously been applied to the field of policymaking for adults with learning disabilities.

The purpose of this study is to reflect on some of the challenges faced by caregivers when making decisions relating to school placements for their child with a learning disability.

Quotes from parents and caregivers, contacted via a national syndrome support charity, are shared, along with broader perspectives gained through the charity’s helpline service.

A number of themes are discussed, including friendships and role models; expectations and educational targets; training, speciality and capacity of staff and managing a widening gap.

When considering the future of education provision, it is important to consider some of the tensions between an ideology of inclusion and the current realities of service provision. To create effective solutions to achieving more effective inclusion, the concerns and experiences of families, as well as children, must be considered.

The purpose of this paper is to explore significant events in psychotherapy with clients with intellectual disabilities (IDs).

Four therapy dyads, each consisting of one client and one therapist, were recruited. Following the brief structured recall procedure (Elliott and Shapiro, 1988), semi-structured interviews focused on helpful events in psychotherapy, using video of particular sessions as a stimulus to help prompt recall of that session.

Using interpretative phenomenological analysis, five super-ordinate themes were identified: “The Uniqueness of the Therapeutic Relationship”; “Using adaptations to Express Emotions”; “Client Behaviour/Therapist Behaviour”; “Hope and Paternalism”; and “Meaning-Making”. The results provide additional evidence that significant therapy events occur for clients with IDs. Furthermore, the research enabled insights to be gained about the process of therapy for this client group and for exploration of therapeutic factors that may be involved in facilitating a significant therapy event.

This study highlights the need for therapists to work in such a way as to facilitate significant events in therapy. Whilst this study was a necessary first step, owing to the non-existence of research in this area, the sample size and qualitative design may limit any wider generalisation of the findings.

Significant events have not previously been explored in psychotherapy with clients with IDs. This research could therefore make an important contribution to our understanding of the process of psychotherapy for this client group.

The migration of thousands of people who, every year escape conflict, repression and poor economic stability in their home country, attempt the treacherous journey across the Mediterranean Sea to reach Europe. While some do make it, questions are being posed on the effectivity of the European Union to deal with migration and explore ways of integrating migrants into society, in particular through education. The need to address the educational development of migrant learners’ calls for contextualized school leadership processes aimed at spurring teachers to hone the cultural capital brought by migrant learners in their classrooms. The authors argue in favour of culturally responsive leadership processes which (1) endorse schools as influential on society and community development, (2) detach from a ‘one-size-fits-all philosophy’ of leadership, (3) believe in the cultural capital of migrant students, (4) embrace changes in leadership styles brought about by different cultural philosophies, (5) successfully transmit to teachers that learning cannot be placed in a monocultural context and (6) advocate towards the employment of teachers whose culture reflects the cultural composition of students in their school. This chapter aims to explore what Malta, a small island state, is doing to address this mammoth task in a context fraught with uncertainty and anxiety.

This research paper aims to examine how organized criminals rescript their identities to engage with entrepreneurship discourse when authoring their biographies. From a sociological perspective, stereotypes and social constructs of the entrepreneur and the criminal are subjects of recurring interest. Yet, despite the prevalence of the stereotype of the entrepreneur as a hero-figure in the entrepreneurship literature and the conflation of the entrepreneur with the stereotype of the businessman, notions of entrepreneurial identity are not fixed with constructions of the entrepreneur as a rascal, rogue or villain being accepted as alternative social constructs.

The qualitative approaches of “biographical analysis” and “close reading” adopted help us draw out discursive strategies.

The main finding is that a particular genre of criminal biographies can be re-read as entrepreneur stories. The theme of nuanced entrepreneurial identities and in particular gangster discourse is under researched. In this study, by conducting a close reading of contemporary biographies of British criminals, the paper encounters self-representations of criminals who seek to author an alternative and more appealing social identity as entrepreneurs. That this re-scripting of personal biographies to make gangster stories conform to the genre of entrepreneur stories is of particular interest.

This study points to similarities and differences between criminal and entrepreneurial biographies. It also presents sociological insights into an alternative version of entrepreneurial identity and sociological constructions of the criminal as entrepreneur.

This research provides an insight into how criminals seek to legitimise their life-stories.

This research paper is of value in that it is the first to consider contemporary biographies of British criminals as entrepreneurship discourse. Understanding how criminal biographies and entrepreneur stories share similar socially constructed themes, storylines and epistemologies contribute to the development of entrepreneurship and sociological research by examining entrepreneurship in an unusual social setting.

Business‐to‐business relationships within sustained monopolies, such as those within UK defence procurement, have received scant attention by management researchers. This is unusual because under these market circumstances there appear to be few incentives to achieve mutually beneficial outcomes despite their strategic policy importance. This paper argues that an understanding of the monopolistic environment using a transaction cost economics theoretical framework and relationship marketing concepts provides an approach to solving this problem as well as testing aspects of these disciplines empirically in a novel area. This plan is supported by the results from a pilot study and the paper concludes by proposing a substantial research project to test this hypothesis in the UK defence procurement situation.