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
Purposes and principles of assessment (1973)
Special needs education: an international perspective (1995)
Advocates and advocacy (1996)
I was working in the early 1960s in a hospital for autistic children and I wanted to explore the possibility of some of these children going to ordinary schools. It didn't strike me at the time as revolutionary. I was a clinical psychologist and the whole team, including social workers and nursing staff, wanted to try to include the children from the hospital in mainstream schools. I thought everyone was doing it. Then I realized it was extremely rare. So that was a major influence on the education side, which took me into ordinary schools. While I continued to work in the health ...