Inclusive Education: A Global Agenda

195 Pages·1996·0.91 MB·English

by  Seamus Hegarty

Inclusive Education

Inclusive Education

A global agenda
Edited by Sip Jan Pijl,
Cor J.W.Meijer and
Seamus Hegarty

London and New York
First published 1997
by Routledge
11 New Fetter Lane, London EC4P 4EE

This edition published in the Taylor & Francis e-Library, 2002.

Simultaneously published in the USA and Canada
by Routledge
29 West 35th Street, New York, NY 10001

© 1997 Sip Jan Pijl, Cor J.W.Meijer and Seamus Hegarty;
individual chapters to their authors
All rights reserved. No part of this book may be
reprinted or reproduced or utilized in any form or by
any electronic, mechanical, or other means, now known
or hereafter invented, including photocopying and
recording, or in any information storage or retrieval
system, without permission in writing from the
publishers.

British Library Cataloguing in Publication Data
A catalogue record for this book is available from the
British Library

Library of Congress Cataloging in Publication Data
Inclusive education: a global agenda/edited by Sip Jan Pijl,
Cor J.W.Meijer, and Seamus Hegarty.
p. cm.
Includes bibliographical references and index.
1. Mainstreaming in education. 2. Handicapped children-
Education. 3. School management and organization.
I. Pijl, S.J. II. Meijer, Cor J.W. III. Hegarty, Seamus.
LC4015.I487 1997
371.9´046–dc20 96–26329

ISBN 0-203-01572-X Master e-book ISBN

ISBN 0-203-21002-6 (Adobe eReader Format)
ISBN 0-415-14748-4 (hbk)
ISBN 0-415-14749-2 (pbk)
Contents

Notes on contributors vii
Preface and acknowledgements xi
1 Introduction 1
Cor J.W.Meijer, Sip Jan Pijl and Seamus Hegarty
2 Factors in inclusion: a framework 8
Sip Jan Pijl and Cor J.W.Meijer
3 A research perspective on integration 14
Mårten Söder
4 Beyond schooling: integration in a policy perspective 32
Gunnar Stangvik
5 The reform of special education or the transformation 51
of mainstream schools?
Alan Dyson and Alan Millward
6 Critical elements for inclusive schools 68
Gordon L.Porter
7 Integration developments in Member countries of the 82
OECD
Don Labon
8 Inclusion of pupils with learning disabilities in 98
general education settings
Naomi Zigmond and Janice M.Baker
9 Restructuring special education provision 115
Cor J.W.Meijer and Luc M.Stevens
vi Contents
10 Structuring the curriculum for pupils with learning
difficulties: developing schools as cultures 130
Peter Evans
11 Integration: a question of attitude and planning 141
Bjørn Glæsel
12 Inclusion: implementation and approaches 150
Cor J.W.Meijer, Sip Jan Pijl and Seamus Hegarty
Bibliography 162
Index 177
Notes on contributors
Janice M.Baker (PhD) is an Assistant Professor of Special Education
in Peabody College of Vanderbilt University, Tennessee. She is involved
in research on educational services for students with behaviour
disorders and learning disabilities, mainstreaming practices for students
with learning disabilities, and comprehensive services for students with
behavioural disorders. She is also a research scientist in the Kennedy
Center at Vanderbilt University.
Alan Dyson (PhD) and Alan Millward (PhD) are co-Directors of the
Special Needs Research Group in the Department of Education,
University of Newcastle upon Tyne, England. They have recently
undertaken a range of projects investigating current developments in
special needs provision in the United Kingdom, including a survey of
innovative provision for the Department for Education, a survey of
specific learning difficulties provision for the Scottish Office, and a
study of local education authorities’ changing approaches to special
needs. They both also have a substantial background as special needs
teachers in mainstream and special schools.
Peter Evans (PhD) completed his PhD at the University of
Manchester, Hester Adrian Research Centre in the field of special
education. He subsequently became Senior Lecturer at the Institute of
Education, University of London in the Department of Educational
Psychology and Special Educational Needs. He then directed a research
project, funded by the Department of Education and Science (United
Kingdom), on curriculum development for pupils with moderate
learning difficulties before moving to the Organization for Economic
Co-operation and Development (OECD), in Paris, where he has
responsibility for programmes on special education.
viii Notes on contributors
Bjørn Glæsel works as Chief School Psychologist in Copenhagen.
Since 1955 he has worked as a teacher, college professor and school
psychologist in the pedagogical, psychological and organizational
aspects of special education. Since 1972 he has been editor of the
Danish Journal of School Psychology.
Seamus Hegarty (PhD) is Director of the National Foundation for
Educational Research in England and Wales. He has researched and
written widely on special education, with a particular focus on
integration. He is founder editor of the European Journal of Special Needs
Education and editor of Educational Research. He has acted as consultant
on special needs issues to UNESCO and numerous other national and
international bodies.
Don Labon (PhD) is a self-employed educational consultant, a
chartered psychologist and a Fellow of the British Psychological
Society; his doctoral thesis was in the field of educational evaluation.
Most of his international consultancy work is for the Organization for
Economic Co-operation and Development (OECD) and this has
included editing the first part and writing the second of the publication
providing the main information bases for his chapter. Previously he was
employed in England by the Department for Education as Her
Majesty’s Inspectorate’s Staff Inspector with national responsibilities for
special needs at all stages of education, and for teacher training and
higher education. Earlier posts included university lecturer and Principal
Educational Psychologist for a local education authority.
Cor J.W.Meijer (PhD) is the co-ordinator of a nationwide evaluation
of the current integration policy in the Netherlands and is as such
attached to the Institute for Educational Research, SVO, in The Hague.
He has conducted several studies on special and regular education. He
is mainly involved in comparative research on special needs education
and integration. He is a member of the OECD/ CERI group of
experts for the project ‘Integration in the school’.
Sip Jan Pijl (PhD) is senior researcher at GION, the Groningen
Institute for Educational Research, University of Groningen, the
Netherlands. He is involved in studies on the integration of students
with special needs into regular education and has conducted
international comparative research on integration. He is a member of
the Groningen Centre for Comparative Education and a
member of an international network for inclusive education.
Notes on contributors ix
Gordon L.Porter (PhD) is Director of Student Services for School
District 12 in Woodstock, New Brunswick, Canada. He is
internationally known for both advocacy and leadership in creating
inclusionary school programmes. He has written several articles and
chapters on inclusive education and has delivered papers and seminars
on this topic. Gordon Porter has served as national president of the
Canadian Association for Community Living and continues to work
actively on educational issues through CACL and Inclusion
International. He has taught at the McGill University Summer Institute
in Integrated Education since 1990 as well as at the University of
Calgary and was a Visiting Fellow at the New Zealand Institute of
Mental Retardation at the University of Otago.
Mårten Söder (PhD) is Professor of Sociology at the University of
Bergen, Norway and the University of Uppsala, Sweden. He has over
the years completed several projects about the changes in Scandinavian
welfare states and their implications for disadvantaged groups.
Gunnar Stangvik (PhD) is Professor of Education at Finmark College,
Alta, Norway, and Adjunct Professor of Education at the University of
Trondheim. His research has covered a number of special education
issues: reading, efficacy of special education, self-concept development
and evaluation. He has written several books on inclusion.
Luc M.Stevens (PhD) is Professor of Special Education at the
University of Utrecht, the Netherlands. His main subjects of interest
are classroom motivation, teacher—pupil interaction and school ethos,
and early identification of and intervention with educationally at-risk
children. Currently, he is strongly involved in a nationwide integration
project and is a member of the committee in charge of evaluating this
project.
Naomi Zigmond (PhD) is Chair of the Department of Instruction
and Learning and Professor of Special Education in the School of
Education at the University of Pittsburgh, USA. She has conducted
numerous research studies on integration of students with disabilities
into general education classrooms, transition from school to work,
students with disabilities who drop out of school, and preparation of
general and special education teachers.