**Shortlisted for the nasen Special Educational Needs Academic Book
award 2008** Inclusion has become very influential internationally
in the field of schooling. This has involved the introduction of
policies that pursue more provision for, and acceptance of,
students with special educational needs or disabilities in ordinary
school settings. However, these policies represent different and
often conflicting values and approaches to education. The basic
dilemma of difference is whether to recognise or not to recognise
differences, as either way there are negative implications or risks
associated with stigma, devaluation, rejection or denial of
relevant opportunities. This is the first book to examine ideas
about these dilemmas from a range of disciplines and fields about
the nature and origins of such dilemmas as they apply to special
and inclusive education. In particular these dilemmas are about:
identification - whether to identify students as having special
educational needs / disabilities or not? curriculum - how much of a
common curriculum is relevant to these students? placement - can
appropriate learning can take place in ordinary schools and classes
or not? This ground-breaking book examines professional educators
and administrators at national and local authority level across
three countries - England, USA and the Netherlands - and questions
how they recognise tensions or dilemmas in responding to student
differences. Of interest to researchers, students, academics and
professionals, this study will provide a much needed, balanced and
powerful contribution to the inclusion debate.
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