Acknowledgements |
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1 Introduction: a world of change |
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JONATHAN RIX AND KATY SIMMONS |
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PART I The struggle for an inclusive agenda: national perspectives |
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11 | (46) |
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2 Excluding the included: a reconsideration of inclusive education |
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13 | (12) |
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ROGER SLEE AND JULIE ALLAN |
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3 Inclusion in Norway: a study of ideology in practice |
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25 | (11) |
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ANNLAUG FLEM AND CLAYTON KELLER |
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4 School choice and the pressure to perform: déjà vu for children with disabilities? |
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36 | (11) |
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KENNETH R. HOWE AND KEVIN G. WELNER |
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5 From 'special needs' to 'quality education for all': a participatory, problem-centred approach to policy development in South Africa |
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47 | (12) |
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NITHI MUTHUKRISHNA AND MARIE SCHOEMAN |
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PART II The struggle for an inclusive agenda: local perspectives |
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57 | (62) |
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6 In the name of inclusion: 'we all, at the end of the day, have the needs of the children at heart' |
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59 | (13) |
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7 Parents, professionals and special educational needs policy frameworks in England and Scotland |
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72 | (13) |
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SHEILA RIDDELL, ALASTAIR WILSON, MICHAEL ADLER AND ENID MORDAUNT |
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8 Comparison of a traditional and an inclusive secondary school culture |
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85 | (11) |
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SUZANNE CARRINGTON AND JOHN ELKINS |
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9 Exclusions from school: different voices |
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96 | (11) |
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10 Inclusion, exclusion and children's rights: a case study of a student with Asperger syndrome |
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107 | (12) |
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AUDREY OSLER AND CHAY OSLER |
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PART III Alternative systems and policies |
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119 | (54) |
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11 Special needs education as the way to equity: an alternative approach? |
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121 | (9) |
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12 Early interventions: preventing school exclusions in the primary setting |
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130 | (14) |
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MEG MAGUIRE, SHEILA MACRAE AND LINDA MILBOURNE |
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13 Inclusive education in accelerated and professional development schools: a case-based study of two school reform efforts in the USA |
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144 | (16) |
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14 Building-based change: one school's journey toward full inclusion |
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160 | (13) |
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ROBERTA F. SCHNORR, EDWARD MATOTT, MICHELE PAETOW AND PRISCILLA PUTNAM |
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PART IV Challenging perspectives |
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173 | (50) |
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15 'Valuing diversity': a cliché for the twenty-first century? |
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175 | (16) |
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16 Migrant worker children: conceptions of homelessness and implications for education |
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191 | (11) |
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RICHARD H. KOZOLL, MARGERY D. OSBORNE AND GEORGIA EARNEST GARCIA |
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17 'What are we doing this for?' Dealing with lesbian and gay issues in teacher education |
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202 | (11) |
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KERRY H. ROBINSON AND TANIA FERFOLJA |
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18 The creation of learner identities as part of social inclusion: gender, ethnicity and social space |
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213 | (10) |
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SUE CLEGG AND KATIE MCNULTY |
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Index |
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