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Supported employment is now regarded as a major vehicle for enabling people with 'learning difficulties' to enter employment. The purpose of this paper is to use the evidence provided by three case studies of people with 'learning difficulties' who have participated in supported employment to critically examine its fundamental premises. The paper argues that the influences of normalisation theory and the US model of supported employment have combined in the UK to form a variant of supported employment which, in pursuing the concept of 'real job', fails to adequately address the consequences of impairment.