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.
The Current State of Inclusive Education: Contradictions and Concerns
The Current State of Inclusive Education: Contradictions and Concerns
Chapter Overview
Observing the current state of inclusive education, it appears that the social justice underpinnings of inclusive education have failed for the most part to be translated into effective policies and practices. While educational systems continue to struggle to manage diverse student populations, inclusive education tends to be reduced to a new name for ‘special education’. Even in cases where inclusive education is perceived as an opportunity for change, assumptions about normality and the normalization role of schools are not questioned and challenged.
Has inclusion turned into a ‘soft’ approach to dealing with populations that are increasingly perceived in terms of medical categories?
Is this conception of inclusion another way ...
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