The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Chapter 28: The Experience of Inclusion in Danish Schools – Between Politicization and Pedagogical Ideals
The Experience of Inclusion in Danish Schools – Between Politicization and Pedagogical Ideals
Introduction: A Crisis in the Inclusive Educational Movement and Research?
It seems reasonable to ask whether the global inclusive educational movement and research within the field of inclusive education are currently undergoing a crisis. Such a crisis could potentially have several origins and implications that lead back to two fundamental questions: what is inclusive education, and what is it for?
To state that the inclusive educational movement and research within the field are in a state of crisis is not new. Erten and Savage (2012) argued that research within the field of inclusive education ...