Efnisyfirlit

• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Acknowledgements
• 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 this book
• Organisation of the book
• 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
• Concluding comments
• 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
• A teaching based bio-psycho-social model
• Inclusive Curriculum Issues
• Introduction
• Current curriculum issues
• Curriculum tensions and incompatibilities
• Educational, social and philosophical tensions
• Common versus differentiated curriculum
• Curriculum resolutions
• Universal design
• Inclusive Pedagogy
• Recent 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
• Integrating a general difference and individual differences model of pedagogy
• Specialised pedagogy and continua of pedagogic strategies
• Concluding comments and example
• Inclusive Schooling
• Introduction
• Origins and significance of inclusion
• Inclusive education and schooling: issues and tensions
• Debates about inclusion
• Stretch in the language of inclusive schooling
• Specialisation of schools
• Within school specialisation or differentiation
• Multidimensionality and recent challenges to inclusive schooling
• Continued protection of the purity of inclusion
• Concluding comments
• Parents and Children Participation, partnerships and preferences
• Introduction
• The views and experiences of children with difficulties and disabilities
• 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
• Choice-equity dilemma in education provision for children with disabilities and difficulties
• Concluding comments
• Philosophical and Research Issues
• Introduction
• Conceptions of inclusion
• A right to inclusion: a human right?
• Special educational needs: what went wrong?
• The promise of a capability approach
• Researching inclusive education
• Inclusive education research methodologies
• Concluding comments
• Conclusions
• Introduction
• Central position
• Addressing tensions and dilemmas in inclusive education
• Models of disability
• Identification and categories
• Curriculum
• Pedagogy
• Schooling
• Participation, partnership and preference
• Philosophical aspects
• Concluding commentary
• References
• Index