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


HarryDanielsUniversity of Birmingham, UK

Sample Texts

Visual displays as tacit relays of the structure of pedagogic practice (1989)

Charting the Agenda: Educational Activity after Vygotsky (1993)

Pedagogic practices, tacit knowledge and discursive discrimination: Bernstein and post-Vygotskian research (1995)

Secondary School Mathematics and Special Educational Needs (Daniels and Anghileri, 1995)

An Introduction to Vygotsky (1996a)

Back to basics: three ‘r's for special needs education (1996b)

An intercultural comparative study of the relation between different models of pedagogic practice and constructs of deviance (Daniels et al., 1996)

Teacher Support Teams in Primary and Secondary Schools (Creese, Daniels and Norwich, 1997)

How to Set Up and Develop a Teacher Support Team (Parrilla and Daniels, 1998)

Emotional and Behavioural Difficulty in Mainstream Schools (Daniels, Visser and Cole, 1999)

Issues of equity in special needs education as seen from the perspective ...

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