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
Special Education: Policy, Practices and Social Issues (Barton and Tomlinson, 1981)
A Sociology of Special Education (1982)
Exclusion: the middle classes and the common good (1999)
From a sociological perspective, I was left of centre, a neo-Marxist and neo-Weberian. The sociology of education, throughout the 1950s, 1960s and 1970s, was demonstrating the perpetuation of inequalities throughout the education system. I was influenced by people like Steven Rose at the Open University, who was among the first to look at the pernicious influence of fixed notions of IQ. I go along, curiously enough, with Edward Boyle who was Conservative minister in 1960–62. He had this idea that you created intelligence and I think this is what we do. Many children don't have the ...