"Over the past centuries research and practice has supported the use of inclusive practices as opposed to segregation. Political events relating to equality for all have spurred these changes. This book provides a valuable journey of exploration into these processes that have brought us where we are today - slow but steady progress towards inclusive practices within mainstream schools." International Journal of Disability, Development and Education"Everyone believes in inclusion - or do they? This excellent new book takes readers on a compelling historical journey which explores the beliefs, the barriers, the evidence and the practice that surrounds the pursuit of a more inclusive education system. Historically 'the time never seems to have been right' for a fully inclusive education system in Great Britain. Perhaps the climate and context of the first decade of the 21st Century has the potential to make it the 'Age of Inclusion'. If so - this book will certainly help us to achieve this elusive goal."Tony Dessent, Luton Borough Council
"Ten years after the Salamanca Statement, this book helpfully brings together a broad range of texts to stimulate all of us to reflect on the progress made towards more inclusive education. Particularly impressive is the way that Thomas and Vaughan locate discussion of inclusion in wider debates about the nature of society."Mel Ainscow, University of Manchester
This book examines the key influences behind the moves towards inclusive education and inclusion in mainstream society. The first of its kind anywhere in the world, this seminal work features more than 50 extracts from key documents and classic texts, alongside illuminating commentaries by two experts in the field.
Inclusive Education: Readings and Reflections demonstrates that moves to inclusion have come from many directions: research; the imperative for greater social justice; calls for civil rights; legislation that prohibits discrimination; original, distinctive projects started by imaginative educators; and the voices of those who have been through special education. These sources are marshalled and organised in this book. It is essential reading for students on a range of courses in inclusive education and special educational needs, and for anyone wishing to understand the development of inclusive education, including teachers, headteachers, educational psychologists, and parents.
Gary Thomas: Professor in Education at the University of Leeds, UK. His books include The Making of the Inclusive School (1998), Deconstructing Special Education and Constructing Inclusion (Open University Press, 2001) and Evidence-based Practice in Education (Open University Press, 2004). Mark Vaughan is Founder and Co-Director of Centre for Studies on Inclusive Education (CSIE), a national independent centre supporting inclusion and challenging exclusion. Set up CSIE in 1982, following over four years at the Advisory Centre for Education. Prior to this he followed a career in journalism and was Deputy News Editor for the Times Educational Supplement.
CONTENTS Series editors' preface Preface Acknowledgements IntroductionPART I: The context - rights, participation, social justice 1 Thomas Paine: The rights of man 2 R.H. Tawney: Equality 3 John Rawls: A theory of justice 4 Martin Luther King - 'I have a dream' 5 Caroline Roaf and Hazel Bines: Needs, rights and opportunities 6 Sharon Rustemier: Social justice 7 David Hevey - Images of difference PART II: Arguments and evidence against segregation -1960s to today 8 Erving Goffman: Asylums 9 L.M.Dunn: Special Education - Is Much of it Justifiable? 10 F.Christoplos & P.Renz: A critical examination of special education programs 11 R.A.Weatherley & M.Lipsky: Street level bureaucrats 12 Gerv Leyden: Psychologists and segregation 13 Will Swann: Psychology and special education 14 Tony Booth: Integration and participation in comprehensive schools 15 Sally Tomlinson: A Sociology of special education 16 Seamus Hegarty et al: Educating Pupils with Special Needs in the Ordinary School 17 ILEA: Educational Opportunities for All? (Fish Report) 18 Doug Biklen: Achieving the Complete School 19 Tony Dessent: Making the Ordinary School Special 20 L.Anderson & L.Pellicer: Synthesis of Research on Compensatory and Remedial Education 21 John O'Brien & Marsha Forest: Action for Inclusion 22 Sam Carson: Normalisation and portrayal of disabled people 23 Seamus Hegarty: Reviewing the literature on integration 24 Tom Hehir: Changing the Way We Think About Kids with Disabilities 25 Gary Thomas and Andrew Loxley: Medical models and metaphors 26 CSIE: Reasons against segregated schooling 27 Mike Oliver: Does Special Education Have a Role in the Twenty-First Century? PART III: Legislation, reports, statements 28 Public Law 94-142 29 Warnock Report 30 Education Acts 1944-2001 31 European Convention on Human Rights 32 UNESCO: The Salamanca Statement 33 UN Convention on the Rights of the Child 34 UNESCO: Inclusive Education on the Agenda 35 DfEE:Green Paper 36 IPPR: Alternative White Paper 37 British Psychological Society: Inclusive education -Position Paper 38 CSIE: The Inclusion Charter 39 Alison Wertheimer: Inclusive education - a framework for change PART IV: Inclusion in action 40 Linda Shaw and Marsha Forest: Ontario: from integration to inclusion 41 Mark Vaughan and Ann Shearer: Mainstreaming in Massachusetts 42 Richard Rieser and Micheline Mason: Disability equality in the classroom 43 Mark Vaughan: Kirsty Arrondelle - Early integration 44 Kenn Jupp: Everyone Belongs 45 Bishopswood School: Good practice transferred 46 Rick Rogers: Developing an inclusive policy for your school 47 Linda Jordan and Chris Goodey: Human Rights and School Change: The Newham story 48 Dorothy Lipsky: Inclusion across America 49 Gary Thomas et al: The Making of the Inclusive School 50 Sam Harris: A seven year sentence 51 Tony Booth and Mel Ainscow: Index for Inclusion Conclusion References