Synopses & Reviews
This book represents an original and innovatory series of insights, ideas and questions concerning inclusive education and cross-cultural understandings. Drawing on historical and cultural material, policy developments, legislation and research findings, the book provides a critical exploration of key factors including Inclusive Education, human rights, change, diversity and special educational needs. It is a key focus of consideration how these are defined and experienced within particular societies. Contradictions, ambiguities, complexities and differences within and between societies are identified and discussed. Each contributor offers some insights into their own developments and struggles in the pursuit of inclusive thinking, values and practices. Overall, the book enriches our existing knowledge and understanding and provides a stimulus for further work of a conceptual, theoretical and empirical form, concerning this fundamentally important topic of cross-cultural perspectives on Inclusive Education. It is essential reading for policy makers, students, teachers and researchers.
From the reviews: "This book, the fourth volume in the series on Inclusive Education: Cross Cultural Perspectives, is a collection of contributions and case studies from Canada in North America, England, Ireland ... and Trinidad and Tobago from the Caribbean. ... The book is ... situated within the broad context of the series which is committed to 'exploring the meaning and function of inclusive education in a world characterized by rapid social, economic and political change'. ... The contributors range from professors, faculty deans and doctoral students." (Michael Omolewa, International Review of Education, Vol. 55, 2009)
One of the qualities of this book is the authors engagement with personal experience. This is part of the contextualising of issues within particular cultural, historical and social contexts. I shall begin the Foreword in the same spirit by recounting an experience that is still a foundation for analysing and developing my own understanding. This h- pened some twenty-five years ago. I was going with Vic Finkelstein, a disabled a- demic and activist, to a seminar, on a hot summer s day, making our way across the Open University campus in Milton Keynes. The seminar was entitled The Problems of Integration . Making conversation with Vic I suggested that the seminar sounded int- esting. His response was immediate and direct: no it was not interesting the problems for disabled people were the problems of segregation, not the problems of integration. As he did often for me, Vic turned understanding on its head and his seemingly simple observation carried ever-increasing ripples of critical questioning. Reading of international developments and of the specifics of education policy, provision and practice across the widely differing circumstances found in different nation states, from the majority as well as the minority world, challenges, deepens and confirms understanding. There are, not surprisingly, considerable diversities and c- monalities, and recurring themes that speak to both and fire critical questioning. The complexities pretty quickly give food for thought and ring bells of caution. The first for me is the lack of digestion the impossibility of comprehensive knowledge."
This innovative book explores a variety of contemporary issues relating to inclusive education across the globe. It draws from historical and cultural material, policy developments, legislation and research to address the topic from various perspectives.
This book represents an original and innovative series of insights, ideas and questions concerning inclusive education and cross-cultural understandings. Drawing on historical and cultural material, policy developments, legislation and research findings, the book provides a critical exploration of key factors including inclusive education, human rights, change, diversity and special educational needs. The contributors focus closely on how these factors are defined and experienced within particular societies.
Table of Contents
Contents - Acknowledgements - Contributors - Foreword - Introduction. Policy, experience and change and the challenge of Inclusive Education: the case of England: Felicity Armstrong and Len Barton.- Inclusive Education in Spain: a view from inside; Angeles Parrilla.- The integration of 'disabled' children in ordinary schools in France: a new challenge; Eric Plaisance.- 'Made in Italy': integrazione scolastica and the new vision of inclusive education; Simona D'Alessio.- The rhetoric of Inclusive Education in Libya: are children's rights in crisis?; Abdelbasit Gadour.- The lethargy of a nation: Inclusive Education in India and developing systemic strategies of change; Mithu Alur.- Inclusive Education in Trinidad and Tobago: Jennifer Lavia; Disability and Inclusive Education in Zimbabwe: Robert Chimedza.- Towards Inclusive Education in Canada; Vianne Timmons.- Educating the other: a journey in Cyprus time and space; Helen Phtiaka.- To be or not to be included - that is the question: disabled students in third level education; Tina Lowe and Patrick McDonnell.- It's a fit-up! Inclusive Education, Higher Education, policy and the discordant Voice; Roger Slee.- Index