In this volume, a respected group of researchers and practitioners,
who share concerns for equity and excellence in education, write
about their thoughts and concerns for the future of special needs
education. They bring different perspectives on the value base
which underpins current practice; they explore some of the
pedagogic concerns which are raised by practices of inclusion; they
reflect on different aspects of the processes of collaboration
which may well be of considerable importance in the development of
inclusive practice; and they consider the position of pressure
groups in the promotion of inclusive practice. The concept of the
welfare state is undergoing scrutiny and questioning; there is a
growth in the level of unease surrounding questions of
effectiveness with respect to current equality of opportunity
policy; there is international concern about the conditions and
processes of social exclusion and the prospects for social
cohesion. It therefore seems timely and appropriate to ask
searching questions about the material conditions which are likely
to face children who get "included" and the prospects for the
creation of more inclusive schooling.
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