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: There ain't No Theory as Far as I Can See …'

Reflection: There ain't no theory as far as i can see …'
GillianFulcherFreelance Educational Consultant, Australia

Sample Texts

Disabling Policies? A Comparative Approach to Education Policy and Disability (1989)

Schools and contests: A reframing of the effective schools debate? (1993)

A novel's view of the corporate fantasy (1998)

I began writing about integration and disabled students in 1983. I was seconded to assist a Ministerial Review of Educational Services for the Disabled. My task was to write a report on the committee's deliberations to provide policy for the Minister. As I took notes in the sometimes 12-hour meetings, and talked and watched what was going on in that very large committee, and fended off my opponents, and watched power ...

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