Efnisyfirlit

• Cover Page
• Half Title Page
• Title Page
• Copyright Page
• Contents
• List of Contributors
• Acknowledgements
• Introduction
• Endnote
• References
• Section I: Defining special education in a democracy — inclusive education
• 1. Inclusive education: a requirement of a democratic society
• Introduction
• Inclusive education and educational reform
• The practice of inclusive education
• Factors included in the rationale for restructuring
• Inclusive schools
• Inclusive education as integral to a democratic society
• Inclusive education and democracy
• Endnotes
• References
• 2. Individual rights to education and students with disabilities: some lessons from US policy
• The rights of the individual
• ‘Equal Outcomes and Equal Treatment’
• Effective instruction for individuals with high-incidence disabilities
• Effective instruction for students with severe cognitive disabilities
• Global directions
• References
• 3. Inclusion and inclusions: theories and discourses in inclusive education
• Global agenda or special education bandwagon?
• The ambiguity of inclusion
• The discourses of inclusion
• The rationale for inclusion: the rights and ethics discourse
• The rationale for inclusion: the efficacy discourse
• The realization of inclusive education: the political discourse
• The realization of inclusive education: the pragmatic discourse
• Relating the discourses
• Interrogating inclusions
• Beyond inclusion
• References
• 4. Market ideologies, education and the challenge for inclusion
• Introduction
• New Right ideologies
• The State
• The education context
• Inclusive education
• Empowerment and the social context
• Conclusion
• Acknowledgement
• References
• Section II: Dilemmas for inclusive education
• Systems in reformulation
• 5. Systems in reformulation England and Wales: competition and control – or stakeholding and inclusion
• The new inclusivity in England and Wales: what is it?
• Inclusion as an ethic of organizations
• Inclusion and assumptions about difference and ‘special need’
• Inclusion and the comprehensive ideal in England and Wales
• Financing and implementing inclusion
• Conclusion
• References
• 6. Deficit ideology and educational reform in the United States
• Introduction
• Reform cycles in American education
• The reform agenda today: a policy angle
• The reform agenda today: wider concerns
• References
• 7. The Netherlands: supporting integration by re-directing cash-flows
• Analyses of problems
• The current funding system
• The calculating school
• Dutch policy on special needs funding
• Lump sums to clusters
• The Pupil-bound budget
• Conclusion
• References
• 8. Integration in the changing Scandinavian welfare states
• The context of the welfare state
• Similar patterns of experiences
• From ideals to realities
• The integration perspective revisited
• Three crises of the old welfare state
• A welfare municipality of included individuals?
• Endnotes
• References
• 9. The inclusion movement in Canada: philosophies, promises and practice
• Introduction
• Educational reform
• The Canadian system
• Enabling legislation
• Contemporary definitions
• Current status
• Conclusion
• References
• 10. Spain: responses to inclusion in autonomous regions
• Introduction
• Social and political context — Spain as a state of autonomous communities
• Integration: policies and practices
• Integration and inclusion in national policy
• Policy into practice: integration in schools
• Three questions for the future
• How can democratic education be enhanced?
• Can the school become a learning community through integration?
• Can a school-based integration policy transform a social system?
• References
• Systems in change
• 11. Towards a healing society: perspectives from Japanese special education
• Introduction
• Special education in Japan
• Selection into special education
• An American perspective
• A Japanese perspective
• Analysis
• Conclusion
• References
• 12. Issues of inclusive education in the Czech Republic — a system in change
• Introduction: historical backgrounds
• Principles into practice
• Individual rights: legislation
• Integration
• Final remarks
• References
• 13. Bulgaria: gypsy children and changing social concepts of special education
• Introduction
• The context
• Legislation
• Gypsy children in the education system
• In general education
• In special education
• Conclusion
• References
• Systems in development
• 14. Developing inclusive education in Chile: private versus public systems
• Introduction
• Social justice and an inclusive society
• The Chilean education system of the 1990s
• The legacy of the past
• Responses from the democratic governments
• P-900
• MECE programme
• The dilemmas for inclusive education
• Conclusion
• References
• 15. Inclusive education in South Africa: achieving equity and majority rights
• Introduction
• The modernist project: a framework of rights
• The macro-economic project: a neo-liberal framework for globalization
• Post-apartheid policies and policy-making processes
• 2005
• Conclusion
• References
• 16. Pedagogic discourse and academic failure in southern Brazil
• Scenario
• Theoretical background of the research
• The research
• Conclusion
• Endnotes
• References
• Section III: Dialogues on inclusive education
• 17. The welfare state and individual freedom
• Criticism of normalization, integration and training
• New approaches to a policy for the disabled
• Criticism of the traditional management logic of the welfare state
• The reconstruction of the welfare state
• Developments in policies relating to the disabled
• References
• 18. Policies and practices? Inclusive education and its effects on schooling
• Introduction
• Special educational needs, the ‘ideology of expertism’ and inclusive education
• Inclusive education in an exclusive policy climate?
• Shoved out by invisible hands
• Are highly reliable organizations inclusive schools?
• Continuing the dialogue
• Proposition One
• Proposition Two
• Proposition Three
• Proposition Four
• Proposition Five
• Proposition Six
• References
• 19. Racism, ethnic identity and education of South Asian adolescents
• Introduction
• Ethnic awareness and racial prejudice
• Ethnic identity
• Alienation of South Asian youth
• Educational issues: basic cognitive processes
• Scholastic achievement and examination performance
• Post-compulsory education
• Higher education
• Vocational aspirations
• Teachers’ attitudes to Asian students
• Home and school
• Inter-ethnic relationships in schools
• Mother-tongue teaching and bilingualism in schools
• Gender-related issues
• References
• 20. Globalization and cultural transmission: the role of international agencies in developing inclusive practice
• Introduction
• Who are the international community?
• What is inclusive education in the international context?
• The Organization for Economic Co-operation and Development (OECD)
• Background
• Process of working
• Working across agencies
• Recent work in the field of inclusive education
• Concluding remarks
• Endnote
• 21. Exclusion: the middle classes and the common good
• Introduction
• Changing modes of exclusion
• Middle-class needs
• The avoidance of the vocational
• The exclusion of the non-academic
• The common good
• References
• 22. Advocacy, self-advocacy and inclusive action: a concluding perspective
• Introduction
• 1. Pioneering for inclusive education in Holland
• 2. Starting inclusion in a country of apartheid: MENTOR, a pilot project to promote inclusive education in Belgium
• Context
• Project Mentor: a brief description
• Advice on and support for inclusive education
• Awareness-raising activities
• Political lobbying
• Outcomes
• 3. Italy’s radical choice for inclusion: a long way from law to practice
• Inclusion according to the Italian law
• Inclusion and belonging: the school as an integrating background
• Conceptual tools
• Tricks of the trade
• Three stories about inclusion
• Inclusion: an opportunity for affective and cognitive literacy
• End notes
• References
• Index