Summary
Contents
Subject index
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
Reflection
Sample Texts
Parents, professionals and social welfare models: the implementation of the Education (Scotland) Act 1981 (Riddell, Dyer and Thompson, 1990)
Parental power and special educational needs: the case of specific learning difficulties (Riddell, Brown and Duffield, 1994)
Special Educational Needs Policy in the 1990s: Warnock in the Market Place (Riddell and Brown, 1996)
The concept of the learning society for adults with learning difficulties: human and social capital perspectives (Riddell et al., 1997)
Social capital and people with learning difficulties (Riddell, Baron and Wilson, 1999)
Captured customers: people with learning difficulties in the social market (Riddell, Wilson and Baron, 1999)
The meaning of the learning society for women and men with learning difficulties (Riddell, Baron and Wilson, forthcoming)
Special educational needs and competing policy frameworks in England and ...
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