ABSTRACT

The primary aim of this study was to examine the positions of practitioners in specific school systems in England, the USA and the Netherlands to recognising and resolving dilemmas of difference in relation to special and inclusive education. There were two secondary aims, one was to compare these perspectives to the SEN/disability dilemmas with those from similar groups in the United Kingdom and the USA from the early 1990s, and the other, to examine perspectives about the possibility of related dilemmas or tensions about educational differentiation in other areas of difference, such as gender, social class, ethnic and cultural/religious differences. However, there has not been enough space in this book to present the findings relating to the second of these secondary aims.