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
Deaf and Disabled, or Deafness Disabled? (1998)
Disability Discourse (Corker and French, 1999)
I came to disability in three ways. First I was born with an impairment (deafness), second I acquired physical disfigurement as a result of extensive surgery when I was a child, and third, I spent my adolescent years watching my clever and articulate father die from a brain tumour. In many ways these three ‘facts’ of my early life have brought disability into sharp relief in the here and now. Deafness is a huge issue in an academic culture based on communication, but the linguistic oppression I experienced at school – being teased in the showers, for example – was a result of my disfigurement and my ...