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: Inconclusive Education? Towards Settled Uncertainty

Reflection: Inconclusive education? Towards settled uncertainty
JulieAllanUniversity of Stirling, UK

Sample Texts

Foucault and special educational needs: a ‘box of tools’ for analysing children's experiences of mainstreaming (1996)

Actively Seeking Inclusion: Pupils with Special Needs in Mainstream Schools (1999)

The aesthetics of disability as a productive ideology (forthcoming)

Recently, while marking exam papers, I came across one script in which the student had referred, not to inclusive education, but to inconclusive education. I initially mulled over my homicidal thoughts, feeling that having got only halfway through a pile of 300 scripts, this was too much. But then I began to realize that this person was right and that what we are striving for is, indeed, inconclusive. My own research, involving listening to pupils' accounts of ...

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