ERIC Number: EJ942796
Record Type: Journal
Publication Date: 2011-Sep
Abstractor: As Provided
Reference Count: 36
Time to End the Bias towards Inclusive Education?
British Journal of Special Education, v38 n3 p112-119 Sep 2011
The UK coalition Government's call to end the "bias" towards inclusion represents a shift in "policy speak" as the new administration attempts to re-narrate special education by putting forward a "reasonable and sensible" solution to the "problem of inclusion". However, implicit in the call is the assumption that there has, in fact, been a "bias towards inclusion" in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick-Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo-liberal market systems in education to reveal and explore the persistent barriers to inclusive education embedded within the education system. It is argued that although there may have been an inclusive education policy rhetoric, this rhetoric is rooted in conceptual incongruities which, rather than promoting inclusion, undermine an inclusive approach to education.
Descriptors: Social Change, Inclusion, Educational Policy, Accessibility (for Disabled), Educational Practices, Barriers, Foreign Countries, Bias, Attitudes toward Disabilities, Politics of Education, Rhetorical Criticism, Disability Discrimination, Mainstreaming
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom