Inclusive Education: What is it, and for whom? Definitions and Limitations

Jerlinder, Kajsa
January 2003
Reach;Jan2003, Vol. 16 Issue 2, p104
Academic Journal
Many authors would agree that inclusion, integration and special needs education are problematic concepts to define. The aim of this paper is to develop the concept of inclusive education by analysing the pedagogical theories that underlie its assumptions. Existing curricula, SEN research papers, and critical policy documents have been studied in a search for those theories that deal specifically with the education of children with some kind of intellectual disability and/or behavioural difficulties compared with education policies for children who have physical disabilities but no intellectual disabilities.


Related Articles

  • Children with Autistic Spectrum Disorders: How They Think and Learn. Balfe, Tish // Reach;Jan2003, Vol. 16 Issue 2, p118 

    Children with autistic spectrum disorders have many unique learning needs which present a particular challenge to teachers. A basic understanding of these children's cognitive styles and knowledge of the strategies likely to help them learn are essential.

  • President's Page. Selznick, Harrie M. // Exceptional Children;Nov1964, Vol. 31 Issue 3, p153 

    The article focuses on the week-long celebration during the month of November to recognize schools and other academic institutions offering special education in the U.S. The occasion celebrates the important role which schools play in educating the young people. Special educators along with...

  • The Past is Prologue: Teacher Preparation in Special Education. Connor, Frances P. // Exceptional Children;Apr1976, Vol. 42 Issue 7, p366 

    The article reflects on preparations required for teaching exceptional child. It discusses several trends in special education such as improving exposure, retraining, expanding the knowledge base, listening to spokesmen, and the competency based teacher education. It reports that to improve...

  • Preparing an Inclusive Future: Culturally Accessible e-Learning for Teachers of Children with Disabilities. Silla, Vanessa; Hobbs, Tim; Weiqun Wang // International Journal of Learning;2008, Vol. 15 Issue 5, p65 

    Inclusive education is a transnational phenomenon and children with disabilities in many countries are routinely educated in the company of non-disable peers. Inclusive outcomes are more common when supported by national mandates, enriched resources and best-practice teacher training; and less...

  • Collaboration Between Teachers and Special Needs Assistants in Mainstream Primary Schools. Logan, Anna // Reach;Jun2001, Vol. 15 Issue 1, p33 

    The provision of large numbers of special needs assistants to support pupils in mainstream classes has become a trend in Irish education. In the absence of research in Ireland into the deployment of such additional personnel, the author discusses research carried out in Britain. She concludes...

  • Working Together for Crippled Children. Connor, Frances Partridge // Exceptional Children;Apr1955, Vol. 21 Issue 7, p242 

    The article focuses on the important role of teachers in the education of children who are crippled. A teacher must consider crippled children a vital part of five educational organizations: the family, the community, the total school program, the treatment program, and the special education...

  • Paraeducator Experiences in Inclusive Settings: Helping) Hovering, or Holding Their Own? Marks, Susan Unok; Schrader, Carl // Exceptional Children;Spring99, Vol. 65 Issue 3, p315 

    Examines the perspectives and experiences of special education teachers working with disabled inclusion students in the United States. Assertion of parents on the provision of inclusive education; Roles and responsibilities of educators; Provision of supervision and consultation to the...

  • A Teachers' Perspective of Inclusive Education for Students With Special Needs in a Model Demonstration Project. Ballhysa, Narbis; Flagler, Marita // Academicus;2011, Issue 3, p121 

    The goal of the study is to give the teachers� perspective on challenges and rewards of inclusive education for students with special needs. Participants (N=50) were teachers of four mainstream schools involved in inclusive education through a model demonstration project. The data were...

  • Changing Role of the Special Needs Assistant: Perspectives of a Special School Staff. CARRIG, MARY // Reach;Jan2004, Vol. 17 Issue 2, p119 

    Research was undertaken in a special school catering for students with moderate, severe and profound learning disabilities. In recent years the number of special needs assistants working in the school has increased from sixteen to thirty one. There are twenty one teachers working in the school....


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics