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
Bridging the gap between ‘mainstream’ and ‘special’: a curriculum problem (1989)
Making Difficulties: Research and the Construction of Special Educational Need (Clough and Barton, 1996)
Articulating with Difficulty: Research Voices in Inclusive Education (Clough and Barton, 1998)
Crises of schooling and the ‘ crisis of representation’: the story of Rob (1999)
I am struck by the number of people I know whose initial experience of working in special education seemed, as it were, accidental. Yet at the same time I don't really believe in this ‘accidental’ account; without being fatalist or therapist about it, I think that most people's involvement in ‘special’ education is – or becomes – knit fairly densely with their ‘personal’ lives and there's usually some (psycho)logic to it. Certainly I ...