ABSTRACT
This chapter explores the nature of inclusion as mainstreaming. Some negative views towards special education and special schooling are considered. I examine various criticisms of inclusion: as a primary aim, as liberation from oppression, as a right, as fairness, and in relation to empirical evidence. The chapter outlines inclusive provision in terms of the curriculum and related assessment, pedagogy, resources, school and classroom organisation, and therapy, clarifying differences between inclusive provision and special provision. The chapter then looks at special schooling and how to glean basic information about special schools.
