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
Orientations in Special Education (1975)
Special needs education: the next 25 years (1993)
Making inclusive education ordinary (1995)
The major influences on my thinking about inclusion have been the opportunities to see what happens in the real-life situation. These opportunities have come through my practical work in schools from the time of my early research on cerebral palsy, subsequently through my work as an educational psychologist, and through my continuing work in schools during my university work and in retirement. These opportunities have taught me that adults need to be aware of the god-like role they play in deciding the context in which children and young people are expected to develop.
Another set of opportunities came when I ...