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
Demystifying integration (1981)
Introduction to the series: Curricula for All (1987)
Stories of exclusion: natural and unnatural selection (1996)
Inclusion and exclusion policy in England: who controls the agenda? (1999)
I was born in 1944 towards the end of the war. There were strong views about social justice in my household, growing up in a Jewish household when most Jews in Europe had suffered so terribly helped to develop in me that sense that I had to be aware of the potential within people for destroying each other – to be aware of the changes that made this less and more likely. My father had been very active in the fight against fascism in the 1930s and had taken a few beatings ...