ABSTRACT
This updated second edition of Addressing Tensions and Dilemmas in Inclusive Education further develops the critical analysis of the initial edition that integrates the interaction between different perspectives and positions in the field of inclusive education.
This key resource expands the arguments present in the first edition with clearer implications about how to address tensions and dilemmas in inclusive education, and resolve them through democratic deliberation. Based on contemporary research, theory and policy, as well as responding to current perspectives towards the education of children and young people with learning difficulties and disabilities, Brahm Norwich extends and refines the original core argument of the previous edition – the practical realisation of inclusion involves tensions and dilemmas that have to be addressed and resolved. This core analysis focuses on:
- identification and classification
- current national and international conceptions
- pedagogic and curriculum issues
- organisation of schooling
- parental and student perspectives and the contribution of research to policy and practice.
Re-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 new edition will be of interest to all students and researchers of inclusive education.
