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
Did they all get into the ark? (1987)
Gender and membership of the mainstream (1997)
Human rights and inclusive education in China: a western perspective (1999)
I went to a school where everybody had passed the 11-plus but in which most people felt inadequate, so selection was a huge and daily issue. When the school had its centenary, the local newspaper had a photograph of a group of students from a past generation and the article was headed ‘The could-do-better girls’. So, there are links obviously between my education as a school student and my subsequent interest in the uses and abuses, successes and failures of educational attainment levels.
Had my teacher training been more imaginative or more politically explicit in its ...