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.

中文翻译：

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平凡的生活意味着平凡的学校：为有学习障碍的成人和儿童制定统一的 0-99 岁政策

本文旨在展望下一代关于学习障碍的政策制定，并建议涵盖包括童年在内的人生各个阶段的统一战略。在本文中，作者解决了普通（“主流”）学校与包容性学校之间的政策差距。融入普通的成人生活。作者问为什么已经接受的东西，至少在原则上，对于三分之二的学习障碍成年人来说，仍然在争夺另一个年轻的三分之一。在以下各节中，作者总结了目前的差异，比较了一般儿童与学习障碍者的权利，并概述了 0-99 岁专注于学习障碍研究和实践的基本原理，以及未来的政府战略制定 0-99 政策。，未来必须在统一的 0-99 岁方法的广泛背景下解决政策制定问题。儿童的教育是他们成年生活成功的关键，这使得在普通学校共同教育他们的政策（即从一开始就让他们过上成人政策主要目标的“普通生活”）势在必行。从一般意义上考虑儿童权利的必要性以前并未应用于针对有学习障碍的成年人的政策制定领域。