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
A Struggle for Choice: Students with Special Needs in Transition to Adulthood (Corbett and Barton, 1992)
Bad-Mouthing: The Language of Special Needs (1996)
Special Educational Needs in the Twentieth Century: A Cultural Analysis (1998)
I have been involved in special education since I became fascinated by the needs of autistic children when I was studying as a trainee teacher in the mid-1960s. Looking more broadly than my higher education experience, I became concerned with the needs of disabled children from my own early childhood, as my father was a paediatrician and we used to visit the hospitals he worked in and to listen to his experiences and reflections. I got used to the idea that some children died young ...