Beyond special and regular schooling? An inclusive education reform agenda

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Slee, Roger (2008) Beyond special and regular schooling? An inclusive education reform agenda. International Studies in Sociology of Education, 18 (2). pp. 99-116. ISSN 0962-0214

Abstract

Following Edward Said’s (2001) observations on traveling theories this paper considers the origins of inclusive education as a field of education research and policy that is in jeopardy of being undermined by its broadening popularity, institutional adoption and subsequent adaptations. Schools were not an invention for all and subsequently the struggle with demands for broadening participation is more profound than is widely acknowledged. The institutional separation of ‘regular’ and ‘special’ schooling constructs pupils as cases for regular or special treatment and in doing so makes inclusion contingent upon satisfactory diagnosis of student defects and the deployment of resources that are more frequently structured for containment than for the building of school capacity to engage with difference. Tentatively this paper suggests that rather than lapse into established conversations about inclusive schooling as an accord between special and regular schooling, it may be more appropriate to consider ‘irregular schooling’ as more historically appropriate.

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Additional Information

Online ISSN: 1747-5066

Item type Article
URI https://vuir.vu.edu.au/id/eprint/7863
DOI https://doi.org/10.1080/09620210802351342
Official URL http://dx.doi.org/10.1080/09620210802351342
Subjects Historical > FOR Classification > 1303 Specialist Studies in Education
Current > Division/Research > Other
Keywords ResPubID22783. inclusive education, disability studies, social theory, education policy, special educational needs, educational reform, participation, irregular schooling, disabled, SEN students, special needs
Citations in Scopus 68 - View on Scopus
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