The thesis aims to discuss research carried out to investigate the links between the identities and process of 5 primary aged children with SEN and their inclusion into or exclusion from mainstream schools in one county. The work of Carl Rogers was used to discover aspects of the children's identities and process, which were critical to their inclusion or exclusion from mainstream schooling. Other methodology included the use of field notes, interviews with parents, grandparents, teachers, SENCo's etc., documents such as letters, Baby books, parental records, children's written work, County and DfEE policy documents etc. Results suggest that the success of a child's inclusion into mainstream school can be predicted by the examination of their identity and process. Given time with the individual it is possible to know if the child is ready to be included into a mainstream school, or whether the child will ever be able to be included. The examination of the child's process and the facilities provided for the process of helping that child increase their own sense of identity will also play a part in whether that child will ever by able to be included in a mainstream setting.