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Books > Social sciences > Education > Teaching of specific groups
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Must Inclusion be Special? - Rethinking educational support within a community of provision (Paperback)
Loot Price: R1,174
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Must Inclusion be Special? - Rethinking educational support within a community of provision (Paperback)
Series: Current Debates in Educational Psychology
Expected to ship within 12 - 17 working days
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Must Inclusion be Special? examines the discord between special and
inclusive education and why this discord can only be resolved when
wider inequalities within mainstream education are confronted. It
calls for a shift in our approach to provision, from seeing it as a
conglomeration of individualised needs to identifying it as a
conglomeration of collective needs. The author examines the
political, medical and cultural tendency of current times to focus
upon the individual and contrasts this with the necessity to focus
on context. This book distinguishes the theoretical perspectives
that are often associated with special or inclusive education and
the broad range of interests which depend upon their ongoing
development. This examination leads to a problematisation of
mainstream education provision, our understanding of why social
inequities emerge and how additional support can overcome these
inequities. Further chapters explore the underlying challenges
which emerge from our use and understanding of the notions of
special and inclusive, outlining an alternative approach based upon
a community of provision. This approach recognises the
interconnectedness of services and the significance of context, and
it encapsulates the aspiration of much international legislation
for participation and inclusion for all. But it also assumes that
we tend towards diffuse practices, services, policies, settings and
roles, spread across provision which is variously inclusive and
exclusionary. In seeking to create equitable participation for all,
support needs to shift its focus from the individual to this
diffuse network of contexts. Must Inclusion be Special? emerges
from the research base which problematises inclusion and special
education, drawing upon examples from many countries. It also
refers to the author's research into pedagogy, language and policy,
and his experiences as a teacher and the parent of a child
identified with special educational needs.
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