The Language of Inclusive Education is an insightful text which considers the writing, speaking, reading and hearing of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is concerned with how language works to determine what we know and understand about issues related to in/exclusion in education. Using a variety of analytical tools, the author exposes language-at-work in academic and popular literature and in policy documents. Areas of focus include:
What inclusive education means and how it is defined
How metaphor works to position inclusive education
How textbooks construct inclusive education
How we use language to build what we understand to be difference and disability, with particular reference to AD(H)D and Asperger's Syndrome
Listening to children and young people as a means to promote inclusion in schools
Woven through this volume is the argument for a more critical awareness of how we use language in the field that we call `inclusive education'. This book is a must-read for any individual studying, practicing or an interest in inclusion and exploring the associations with language.
Elizabeth Walton is a Senior Lecturer in Inclusive Education at the School of Education, University of the Witwatersrand, Johannesburg, South Africa.
1. Inclusive education as a discourse 2. Inclusive education as an ideology or field 3. The meaning of inclusive education 4. Metaphors that matter in inclusive education 5. Inclusive education on the (university) library shelf 6. Languaging ADHD 7. Reading and writing in/exclusion: The schadenfreude of Asperger's Syndrome 8. Speaking and hearing in/exclusion