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Inclusive Education Twenty Years after Salamanca


Florian Kiuppis and Rune Sarromaa Hausstätter

This edited volume discusses UNESCO’s contributions to inclusive education over the past 20 years, the normative and technical leadership roles this organization has been playing together with its peers and competitors in educational development, and the current status of this issue in academic debates, as well as conceptualizations from different cultures. The chapters reflect and critically discuss a range of positions on the relation between inclusive education, education for all, and special needs education and particularly express the role disability plays in these thematic contexts.
The book brings to light that although the term inclusive education is commonly associated with people with disabilities, there are contexts – e.g., research strands on school development in the UK – in which inclusive education is considered as an approach in which the focus of special (needs) education is widened in terms of the target group, reaching out to the heterogeneity of learners, thus taking diversity as a starting point for educational theory and practice. This book highlights the differences in narratives of inclusive education in the United States and abroad and is intended to bridge the various approaches to the study of inclusive education and disability, particularly in the US, the UK, and the Nordic countries within Europe. Although academics and students in Disability Studies are the target audience, the book is also of high relevance to policy makers in the growing field of inclusive education, as well as being potentially interesting for practitioners in education and social work.
Contents: Emily Vargas-Barón: The Salamanca Declaration: Still Our Guide for the Future – Florian Kiuppis/Rune Sarromaa Hausstätter: Inclusive Education for All, and Especially for Some? On Different Interpretations of Who and What the «Salamanca Process» Concerns – Colette Chabbott: Salamanca as a World Conference: The Role of International Development Organizations – Lena Saleh: Taking Up the Mantle of Good Hope: A Memoir – Mel Ainscow: Struggling for Equity in Education: The Legacy of Salamanca – Jerome Mindes: Putting Disability on the «Education for All<187> Agenda – Siri Wormnæs: The UNESCO Flagship: The Right to Education for Persons with Disabilities: Towards Inclusion – Xavier Rambla: Inclusive Education, Education for All, and the Policy Cycle – Jonathan Rix/John Parry: Ongoing Exclusion Within Universal Education: Why Education for All Is Not Inclusive – Rune Sarromaa/Hausstätter/Markku Jahnukainen: From Integration to Inclusion and the Role of Special Education – Dóra S./ Bjarnason/ Gretar L. Marinósson: Salamanca and Beyond: Inclusive Education Still Up for Debate – Scot Danforth: Technocracy and Inclusive Education in the United States – Sigamoney M. Naicker: The Politics of Inclusive Education in South Africa – Julie Allan: Waiting for Inclusive Education? An Exploration of Conceptual Confusions and Political Struggles – Markus Dederich: Heterogeneity, Radical Otherness and the Discourse on Inclusive Education - A Philosophical Reflection – Susan Baglieri/Alicia A. Broderick: Education and Inclusivity: Imagining and Building Education for All (Both Within and Without Schooling) – Lani Florian: Inclusive Pedagogy: An Alternative Approach to Difference and Inclusion – Elina Lehtomäki/Sanna Hukkanen: Tanzanian Girls and Women with [Dis]abilities Claim Their Right to Education – Ignacio Calderón-Almendros/Cristóbal Ruiz-Román: Education as Liberation from Oppression: Personal and Social Constructions of Disability – Judith Hollenweger: Reconciling «All with Special»: A Way Forward Towards a More Inclusive Thinking – Dan Goodley/Florian Kiuppis: Mapping the «Individual»: Invigorating Social Theories of Inclusive Education – Peter Mittler: Working for Inclusive Education by 2030 – Roger Slee: Another Salamanca? – Tara Flood: From Salamanca to the United Nations Convention on the Rights of Persons with Disabilities and Beyond.