Description
Book SynopsisSpecial Schools, Inclusion, and Justice discusses special school provision in an education policy climate in which inclusion is the dominant motif. In this context, the special school sector is an anomaly and special schools inevitably occupy an uncertain and somewhat invidious position. This situation raises a number of questions concerning matters of justice and fairness with respect to special schools and their communities. It also raises questions about the validity of the view that only inclusion can represent justice in education for disabled children and young people. Special Schools, Inclusion, and Justice explores these matters from a philosophical perspective that centres on the broader question of what, in regard to where they go to school, might constitute a just state of affairs in education provision for disabled children. The New Zealand education context provides the case in point in the book, but the matters it examines and the broader argument and p
Table of Contents
List of Acronyms – Acknowledgements – Credits – Special Schools and Inclusion: A Complicated Conversation – Inclusion – Theoretical and Philosophical Perspectives – The Turn to Inclusion in New Zealand Education Policy 1987–1996 – Special Education 2000: New Zealand’s First "Inclusive Education" Policy – The Experiences of Special Schools – A Just State of Affairs – Epilogue – Index.
