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 5: Pursuing ‘Radical Inclusion’ Within an Era of Neoliberal Educational Reform
Pursuing ‘Radical Inclusion’ Within an Era of Neoliberal Educational Reform
Introduction: Definitions and Discourses of Inclusion within a Neoliberal Era
Although the inclusive education movement has been growing for decades and continues to develop a strong research base, defining the term inclusion is a contentious enterprise (Slee, 1996). In its earliest form, often called ‘mainstreaming’ in the United States (US), the movement emphasized the integration of disabled and non-disabled students, but did little to define best practices for success in classrooms (Osgood, 2005). The subsequent international ‘inclusion’ movement has purposefully attempted to define both value-driven purposes and best practices for bringing students with disabilities out of segregated settings and ...