This article discusses the expansion of education systems that now, following international declarations, are expected to offer an "Education for All" to children, young people and adults. Since in these declarations special education and inclusive education are conjoined, sociological questions can be asked as to what sort of social relationships and conflicts are involved in this expansion of a sub-system that underpins mass education. The article uses recent research asking school and college heads, teachers and administrators, how they defined and treated the young people and what future they envisaged for them, given that an ideology of human capital dominates government thinking and policy.