1st Edition
Addressing Tensions and Dilemmas in Inclusive Education Living with uncertainty
Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education.
Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as:
- identification and classification;
- current national and international conceptions;
- pedagogic and curriculum issues;
- organisation of schooling;
- parental and student perspectives;
- the contribution of research to policy and practice.
Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.
1. Setting the agenda 2. Special educational needs, barriers and disability 3. Classification and identification of special educational needs or disability in education 4. Inclusive curriculum issues 5. Inclusive pedagogy 6. Inclusive schooling 7. Parents and children: participation, partnerships and preferences 8. Philosophical and research issues 9. Conclusions References
Biography
Brahm Norwich is Professor of Educational Psychology and Special Educational Needs at the University of Exeter, UK.
"This is not just another generic book about inclusive education. Rather it aims to influence the practical reality of dealing with the education of children and young people with learning difficulties and disabilities. […] This book is a valuable asset for all researchers and students of inclusive education. There are many provocations and theoretical frameworks throughout the book which may be of interest to researchers and students alike." – Dr Fiona King, REACH Journal of Special Needs Education in Ireland
