On the necessary co-existence of special and inclusive education

While many distinctions between 'special' and 'inclusive' education have been made and continue to be forcefully debated, the two concepts remain strongly evident in policy and practice in many countries. This paper discusses the interrelated history of these concepts. It explore...

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Bibliographic Details
Published inInternational journal of inclusive education Vol. 23; no. 7-8; pp. 691 - 704
Main Author Florian, Lani
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.08.2019
Taylor & Francis LLC
Subjects
Barriers
Civil Rights
Constraints
Definitions
Educational Change
Equal Education
Inclusion
Inclusive education
Individual Differences
Participation
Regular and Special Education Relationship
Salamanca statement
Special Education
special education reform
Special Needs Students
Students with Disabilities
Teachers
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Summary:While many distinctions between 'special' and 'inclusive' education have been made and continue to be forcefully debated, the two concepts remain strongly evident in policy and practice in many countries. This paper discusses the interrelated history of these concepts. It explores how conceptualisations of them have changed since Salamanca and reflects on whether inclusive education has, can or should replace special education. It considers the extent to which 'special' and 'inclusive' education are understood as the same or different today. The paper argues for a clear a distinction to be made between how special educators can work in support of inclusive education and the task of inclusive education which addresses the barriers to participation faced by members of marginalised groups.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2019.1622801