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
Reappraising Special Needs Education (1990)
Has special educational needs outlived its usefulness? (1993a)
Ideological dilemmas in special needs education: practitioners' views (1993b)
Can Effective Schools be Inclusive Schools? (Lunt and Norwich, 1999)
My father was a doctor and a surgeon and I come from a very medical world, rather traditional. I graduated in the early 1970s and although I was not particularly politically active I was very influenced by the student movement, the whole questioning of values and lifestyle. I guess coming from South Africa has been a big influence as well. I think, too, that my visual problems had a big effect – I had serious eyesight difficulties from about the age of ten, which led to two corneal grafts in my ...