ABSTRACT
The way in which special education is conceived varies around the world, and pratice varies accordingly. One of the current debates concerns the concepts of mainstreaming, integration and inclusion - and whether these are in fact different concepts, or simply differnt terminology.
This book is based on the assumption that inclusive education is a necessary part of providing high quality education for all. Using international examples, it clarifies the rationale for inclusion and demonstrates how it can be put into practice.
TABLE OF CONTENTS
chapter Chapter 5|17 pages
The reform of special education or the transformation of mainstream schools?
chapter Chapter 8|17 pages
Inclusion of pupils with learning disabilities in general education settings
chapter Chapter 10|11 pages
Structuring the curriculum for pupils with learning difficulties
Developing schools as cultures
