Excluding the included: A reconsideration of inclusive education

This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforce...

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Bibliographic Details
Published inInternational studies in sociology of education Vol. 11; no. 2; pp. 173 - 192
Main Authors Slee, Roger, Allan, Julie
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.07.2001
Subjects
Australia
Deconstruction
Education
Educational Policy
England
Inclusion
Integration
Policy Making
Social Closure
Special Education
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Summary:This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures. The authors contend that inclusive education is not a linear progression from 'special educational needs' and we must endeavour to understand the very different nature of these knowledge bases. Deconstruction is presented as a way of exposing exclusion as it is inscribed within inclusive education policies. The article ends with a series of openings for dialogue about inclusion which address the relationship between ideas and politics; a new politics of research; envisioning forms of schooling which eschew the modernist blueprint; reflexivity; and the teaching of inclusion.
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ISSN:0962-0214
1747-5066
DOI:10.1080/09620210100200073