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: A Disability Studies Perspective

Reflection: A disability studies perspective
ColinBarnesUniversity of Leeds, UK

Sample Texts

Disability studies: new or not so new directions? (1988)

Cabbage Syndrome: The Social Construction of Dependence (1990)

Disabled People in Britain and Discrimination: A Case for Anti Discrimination Legislation (1991)

Qualitative research: valuable or irrelevant? (1992)

Foreword, in Disability Politics: Understanding our Past, Changing our Future (1996a)

Disability and the myth of the independent researcher (1996b)

Several factors influenced my particular approach to disability studies. I have lived with disability all my life. Both my parents had accredited impairments. My father had a congenital visual condition and spent his entire working life in sheltered workshops of one form or another. My mother experienced periods of severe emotional distress and was diagnosed a ‘schizophrenic’ when I was quite young. ...

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