Inclusive education: knowing what we mean

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Inclusive education: knowing what we mean

Introduction Introduction Resource This unit introduces you to the contested area of educational inclusion. You will look at differing perspectives on inclusion, in particular the way that medical and social models have influenced and shaped...
1 Inclusive education: knowing what we mean 1 Inclusive education: knowing what we mean Resource There is no doubt that inclusive education is a contested area. Indeed, nationally and internationally, it is the focus of what Daniels has called ‘extraordinary debates concerning definition and ownership’...
2 Models of thinking 2 Models of thinking Resource In Section 1, you were asked to think about your own definitions of inclusive education. In Section 2, we show how personal experience of inclusion and exclusion has been a major driving force in the development...
3 Transforming learning Who is to be included? Resource Some critics have seen the focus on students with disabilities and difficulties in learning as distracting from the real issue, that is, the processes of inclusion and exclusion that leave many students,... A broad view of inclusion Resource Definitions of ‘inclusion’ and ‘inclusive education’, then, have moved away from a specific focus on disability towards a broader view that encompasses students from minority ethnic or linguistic groups,... From integration to inclusion Resource ‘Inclusive education’, then, goes beyond ‘integration’ – a term which, until the late 1990s, was generally used to describe the process of repositioning a child or groups of children in mainstream schools.... The Salamanca Statement Resource In 1994 over 300 participants – including 92 governments and 25 international organisations – met in Salamanca, Spain, with the purpose of furthering the objectives of inclusive education. The resulting... Centre for studies on inclusive education (CSIE) Resource In an English context, the influence of the Salamanca Statement can be seen in the work of the Centre for Studies on Inclusive Education (CSIE), which defines inclusive education as principally a human...
Summary Summary Resource Commentators (e.g. Pijl et al., 1997) have described inclusive education as ‘a global agenda’. The persistence of the forces that marginalise individuals or groups of learners, and also the models that...
References and Acknowledgements References Resource Acknowledgements

Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

Unit Image

strph / Stephanie http://www.flickr.com/photos/strph/103598999/

All other materials included in this unit are derived from content originated at the Open University.

References

Advisory Centre for Education (ACE) (2004) ‘Laws to protect children with SEN “in conflict”’, Bulletin no. 121, October, p. 4.

Armstrong, D. (2003) Experiences of Special Education: re-evaluating policy and practice through life stories, London, RoutledgeFalmer.

Aspis, S. (2004) ‘Why exams and tests do not help disabled and non-disabled children learn in the same school’, http://www.inclusion-boltondata.org.uk/FrontPage/data14.htm.

Booth, T. (1996) ‘A perspective on inclusion from England’, Cambridge Journal of Education, 26 (1), pp. 87–99.

Centre for Studies on Inclusive Education (CSIE) (2004a) Ten Reasons for Inclusion, http://inclusion.uwe.ac.uk/csie/10rsns.htm (accessed 31 July 2004).

Centre for Studies on Inclusive Education (CSIE) (2004b) What is Inclusion?, http://inclusion.uwe.ac.uk/csie/csiefaqs.htm (accessed 17 September 2004).

Daniels, H. (ed.) (2000) Special Education Re-formed: beyond rhetoric?, London, Falmer Press.

Daniels, H. and Garner, P. (eds) (1999) Inclusive Education, World Yearbook of Education, London, Kogan Page.

Darlington, C. (2003) ‘The challenges of effective inclusion’, Times Educational Supplement, 19 September.

Department for Education and Skills (DfES) (2001b) Inclusive Schooling: children with special educational needs, London, DfES.

Dyson, A. (2001) ‘Special needs as the way to equity: an alternative approach?’, Support for Learning, 16(3), pp- 99–104.

Mittler, P. (2000) Working Towards Inclusive Education: social contexts, London, David Fulton.

The Open University (2003) Book 2 ‘Thinking it through’, E243 Inclusive Education: learning from each other, Milton Keynes, The Open University.

Pijl, S. J., Meijer, C. and Hegarty, S. (eds) (1997) Inclusive Education: a global agenda, London, Routledge.

Rieser, R. (2001) ‘The struggle for inclusion: the growth of a movement’ in BARTON, L. (ed.) Disability, Politics and Struggle for Change, London, David Fulton.

Rieser, R. and Mason, M. (1992, rev. edn) Disability Equality in the Classroom: a human rights issue, London, Disability Equality in Education.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (1994) The Salamanca Statement and Framework for Action on Special Needs Education, Paris, UNESCO.

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