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

Reflection: Experiencing ‘Special’ and ‘Normal’ Education

Reflection: Experiencing ‘Special’ and ‘Normal’ Education

Reflection: Experiencing ‘special’ and ‘normal’ education
SallyFrenchBrunel University, UK

Sample Texts

Memories of school: 1958–1962 (1992)

‘Can you see the rainbow?’: the roots of denial (1993)

Equal opportunities … yes please! (1994)

Surviving the institution: working as a visually disabled lecturer in higher education (1998)

Many of my visually impaired friends were sent to residential special schools at the age of five. I avoided this fate as a tiny country primary school (with 30 pupils and threatened with closure) accepted me. It was not the local school and involved me in a walk of several miles every day. I managed well, and was never teased or bullied, but I often felt separate and different from the other children. One of the problems was that the adults ...

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