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.

Dewey and Philosophy of Inclusion

Dewey and philosophy of inclusion
Scot Danforth


Any examination of John Dewey's philosophy in relation to the purposes and practices of inclusive education must begin with three unavoidable facts. First, John Dewey and his wife Alice raised a son, Sabino, who had a physical disability. They adopted Sabino while on a family trip to Italy in 1905. Sabino was eight years old and had tuberculosis of the knee joint, a painful infection that led to surgery, immobilization, and limited functioning of one leg. Not surprisingly – second fact – the Deweys, despite their fame and considerable cultural capital, experienced educational exclusion. The Ethical Culture School, a progressive school in New York, turned Sabino away due to his ...

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