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ERIC Number: ED473740
Record Type: Non-Journal
Publication Date: 2002
Pages: 36
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-872001-15-7
Social and Educational Justice: The Human Rights Framework for Inclusion.
Rustemier, Sharon
This report calls for the phased closure of separate, special schools in the United Kingdom as a main task in developing inclusive education. It argues that the central problem in the development of inclusive education in the United Kingdom is the continuing philosophical, financial and legislative support of segregated schooling. The report discusses how segregation in separate special schools is internationally recognized as discriminatory and damaging to individuals and society, and how segregated schooling breaches all 4 principles underpinning the 1989 UN Convention on the Rights of the Child. The report challenges assumptions sustaining segregation, including false beliefs about the impossibility of ever including all children in the mainstream, the "huge expense" of full inclusion, and the sanctity of parental choice. Further barriers to inclusion are then examined, including legislative barriers, inattention to acceptability and adaptability, and the contradictory purposes of education. The report closes with specific action points for the development of inclusive education in which every child is able to enjoy the right to education on the basis of equal opportunity and non-discrimination. A list of additional resources is included. (CR)
Centre for Studies on Inclusive Education, Room 2S203, S Block, Frenchay Campus, Coldharbour Lane, Bristol, BS16 1QU, United Kingdom (8 British pounds). Tel: 0117-344-4007; Fax: 0117-344-4005; Web site:
Publication Type: Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Centre for Studies on Inclusive Education, Bristol (England).
Identifiers - Location: United Kingdom