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
The Politics of Special Educational Needs (1988)
Disability and Society: Emerging Issues and Insights (1996)
Inclusive Education: Policy, Contexts and Comparative Perspectives (Armstrong, Armstrong and Barton, 2000)
When I became appointed as a teacher of woodwork and swimming at an adult centre for people with learning difficulties, this was my first encounter in any serious way with disabled people. Two factors influenced me into taking that job. I worked in a small firm and the only future for me within the building industry was to start my own firm and I didn't want to do that. That was one factor in the decision. The second was a religious factor, that these people needed somebody like me. It was a Christian-informed pressure.
My understanding ...