This paper explores the phenomenon of exclusion with particular reference to disability. It attempts to reveal the principles and beliefs that inform initiatives to promote greater inclusiveness. The paper argues that unless these initiatives are grounded in principles of equality and entitlement they do little to counter the discrimination, oppression and injustice experienced by people with disabilities and may in fact entrench them. I focus in particular or Third Level education, because this is the area with which I am most familiar. However, I suspect that what happens in this area is replicated in other fields of activity.

I called the paper 'Circling the Wagons' because it seemed a fitting metaphor to evoke a number of themes I want to explore. The first of these is exclusion - keeping out one group and defending the interests of another. When countering exclusion it is important not only to look at ways of getting or improving access but also to look at what is being guarded, how it is guarded and why it is guarded. The second theme is that of stereotyping. 'Circling the Wagons' usually takes place among a cast of clearly defined heroes, villains and victims. Of course these clearly defined roles are dependent on who is telling the story. In tackling exclusion knowing whose perspective dominates is vital in order to understand the bigger picture. The third theme is that of insider/outsider. Those who attacked the wagons were interested in more than these specific wagons, they knew that these wagons represented a much bigger happening, at the same time those in the wagons knew little of their adversaries or the land they traveled through other than the myths and legends that left them in fear of their lives.

It could probably be said that in choosing such a metaphor I am implying that access to third level education for people with disabilities is something of a battlefield. I am not sure I intended to imply that, but maybe that too is an appropriate aspect of the metaphor.