Summary
Contents
Subject index
Bringing together issues of theory, research, policy, and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education. The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Issues discussed include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book’s international perspective illuminates common successes, failures, and concerns.
Making Inclusion Special: A Case Study of English Policy Contradictions
Making Inclusion Special: A Case Study of English Policy Contradictions
Chapter Overview
In England, until recently, the focus of special educational policy was restricted either to developing special systems and procedures of education for children with disabilities and/or learning difficulties, or to the promotion of policies whereby these children would be ‘integrated’ into the ordinary school. Now, the dominant discourse in special education is one characterized by ‘inclusion’. The idea of ‘inclusion’, however, suggests something that goes beyond simply accessing mainstream education, yet its precise meaning is by no means clear. Perhaps conveniently, it is a concept that blurs the edges of social policy with a feel-good rhetoric that no one could be opposed to. But what ...
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