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
It's not what you do – it's the way that you do it: setting up a curriculum for less-able high school pupils (1981)
Social and educational disadvantage: reconnecting special needs education (1997)
New Directions in Special Needs: Innovations in Mainstream Schools (Clark et al., 1997)
Among the influences on my work, the most important, undoubtedly, is the impact of being born into a working-class family in Yorkshire a few years after the end of the Second World War. The memory I have is not one so much of economic poverty, but of poverty of opportunity. My parents, along with most of their generation, had been denied any but the most basic education and, as a result, were trapped in an endless cycle ...