This book traces the major stages of thinking in the development of inclusive education. It provides overviews of the main theoretical influences: the medico-psychological model; sociological positions; curriculum studies; school effectiveness; and the impact upon policy and practice of the Disability Movement. Positioned and discussed in their historical contexts the book provides a synopsis and critique of the last 50 years, including the introduction of the term "Special Educational Needs," the practice of integration, and the present processes of inclusive education. The unique features of this book include personal reflections by a number of people who are considered to have had major influence in the

Introduction

Introduction

‘If Only We Had Known Then …’

PC: In 1978 I was working in a Special School, a school for kids with EBD … no, the point is that this was called a school for ‘Maladjusted’ kids. Can you imagine that now? I mean, this is only 20 years ago, and kids were called ‘Educationally Sub-Normal’ or – what? – ‘Delicate’, do you remember that…?

Paul: … the categories …

PC: …11? 12?

Felicity: When I teach this now – Warnock and the ‘81 Act, the whole history of how we got to where we are today – it's difficult to convey how actually radical, how really radical it was at the time …

Jane: Did it feel radical to us then? I don't remember feeling it then, but ...

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