This document describes one model for supporting learning. It introduces the idea of essential entitlements and variants and places the support needs of students with disabilities or learning difficulties alongside the particular arrangements made for every student's learning. Introductory sections propose the idea of technical college inclusiveness, which in turn assumes the equal value of all learners and implies that further education college organization facilitates access and participation. A model is described that sets further education in a context of external pressures from sources with which the college must have reciprocal relationships. These major objectives of further and continuing education are discussed: increased participation, improved standards, and preparation of youth and adults for an effective working life. A description follows of the dynamic model in which the borders between three aspects of provision are seen as flexible. The three aspects (essential entitlements, common necessary variants, and specific necessary variants) are discussed and examples are provided. Use of the model is described as a 10-stage process: college role, consultation, deciding on elements, quality of elements to be delivered, relationship between elements and resources, specialism as a resource, initiating and managing change, staff development, delivery, and evaluation. Final sections discuss entitlement and standards and contain comments on the model. (YLB)