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
Assessing Special Educational Needs (1993)
Special Needs in the Early Years: Snapshots of Practice (2000)
When I graduated in Psychology from the University of Hull in 1962, I first taught in a Hull primary school as a class teacher and a remedial teacher. I also worked as an educational psychologist in Hull with John Merritt (who became the Professor of Educational Psychology at the Open University) and then Klaus Wedell. Klaus and I were the only two EPs for the whole city of Hull. It was a steep learning curve in a city where deprivation and need were so prominent.
I think those experiences constituted the major challenge and source of learning. It is the sense you make of those and ...