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• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• List of illustrations
• Preface
• Acknowledgements
• 1. Setting the agenda
• Introduction and context of the book:
• Theoretical concerns about inclusive education
• Practical concerns about inclusive education
• Book rationale and core ideas
• Basic stance taken in the book
• Organisation of the book
• 2. Special educational needs, barriers and disability
• Introduction
• Special educational needs: its original purposes and ambiguity
• Special educational needs: its uses and critiques
• Individual versus social perspective dichotomy
• Medical versus social models of disability
• Individual and social models of learning
• Critique of the ‘social model’
• The range of social approaches
• Beyond materialist and post-structuralist social models
• Concluding comments
• 3. Classification and identification of special educational needs or disability in education
• Introduction
• Different national models
• The concept of ‘special educational needs’ in English practice
• Arguments against current use of SEN term
• Perpetuating negative labelling
• Separatist industry
• As poorly defined super-category
• Relationship between SEN and wider group of ‘vulnerable’ children
• Fit with disability legislation
• Labelling: positive or negative
• Learner categories: real or socially constructed
• Dilemmas in identification
• Dilemmas of difference over identification
• A teaching based bio-psycho-social model
• Neurodiversity: radical promise and limitations
• Concluding comments
• 4. Inclusive curriculum issues
• Introduction
• Current curriculum issues
• Curriculum tensions and incompatibilities
• Social and philosophical tensions related to the curriculum
• Education and curriculum tensions and dilemmas
• Common versus differentiated curriculum
• Curriculum resolutions
• The nature of curriculum goals
• Universal design
• Concluding comments
• 5. Inclusive pedagogy
• Moves to inclusive teaching or pedagogy
• The concept of inclusive pedagogy
• Does inclusive pedagogy require specialist pedagogy?
• How useful is the concept of inclusive pedagogy or teaching?
• Practical issues in inclusive pedagogy or teaching
• Inclusive pedagogy: universal or balanced?
• Inclusive early literacy teaching; the integrated group reading approach
• Integrating a general difference and unique differences model of pedagogy
• Specialised pedagogy and continua of pedagogic strategies
• Concluding comments
• 6. Inclusive educational institutions: Schools and universities
• Introduction
• Origins and significance of inclusion
• Inclusive education and schooling: issues and tensions
• Dilemmas of difference in southern contexts
• Debates about inclusion
• Local authority organisational capacity
• School cluster organisational capacity
• School organisational capacity
• Stretch in the language of inclusive schooling
• Specialisation of schools
• Within school specialisation or differentiation
• Multi-dimensionality of inclusive schooling
• Challenges to inclusive schooling
• Continued protection of the purity of inclusion
• Inclusion in higher education
• Concluding comments
• 7. Parents and children: Participation, partnerships and preferences
• Introduction
• The views and experiences of children and young people with difficulties and disabilities
• Studies in the 2000s
• Studies since 2010
• Participation in practice
• Limits to participation and tensions between participation and protection
• Concepts of parental partnership
• Parent partnership and perspectives in practice
• Tensions and dilemmas in parental perspectives
• Social inclusion: autonomy and control in social interaction
• Choice–equity dilemma in education provision for children with disabilities and difficulties
• Concluding comments
• 8. Philosophical issues
• Introduction
• Conceptions of inclusion
• A right to inclusion: a human right?
• Inclusion as thin or thick concept
• Special educational needs: what went wrong?
• The promise of a capability approach
• Criticisms of capability approach
• Concluding comments
• 9. Researching inclusive education
• Recent historical debates
• Inclusive education research methodologies
• Unaddressed questions about inclusive education
• Concluding comments
• 10. Conclusions
• Introduction
• Central position
• Addressing tensions and dilemmas in inclusive education
• Hedgehog perspective re-stated
• Restoring a fox perspective
• Addressing tensions and dilemmas in policy
• Broader policy perspective
• Education Framework Commission
• Rationale for an EFC
• Summary points about addressing tensions and dilemmas in policy
• Concluding comments
• References
• Index