Voices from segregated schooling: towards an inclusive education system

By: Cook, Tina.
Contributor(s): Swain, John | French, Sally.
Series: Disability & Society 16 (2) 2001: 293-310.Publisher: 2001Content type: text Media type: unmediated Carrier type: volume Subject(s): EDUCATION | INCLUSIVE EDUCATION | SEGREGATED EDUCATION | SPECIAL SCHOOLS | UNITED KINGDOMSummary: This article addresses the meaning of 'inclusion' from the viewpoint of disabled people who have experienced segregated education. The authors draw first on the literature to offer an analysis of the documented views of survivors of special schools. Secondly, they explore the views and experiences of Adamston pupils (a school for pupils with physical disabilities) prior to the closure of the school. They argue that voices from experiences of segregation are central in constructing 'inclusion' and essential in any process of change towards an education system which is truly inclusive. [AJ].
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This article addresses the meaning of 'inclusion' from the viewpoint of disabled people who have experienced segregated education. The authors draw first on the literature to offer an analysis of the documented views of survivors of special schools. Secondly, they explore the views and experiences of Adamston pupils (a school for pupils with physical disabilities) prior to the closure of the school. They argue that voices from experiences of segregation are central in constructing 'inclusion' and essential in any process of change towards an education system which is truly inclusive. [AJ].

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