Irregular Schooling

Special Education, Regular Education and Inclusive Education

By Roger Slee

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• ISBN: 978-0-415-47990-5
• Binding: Paperback (also available in Hardback)
• Published by: Routledge
• Publication Date: 15th October 2010 (Available for Pre-order)
• Pages: 224

About the Book

Inclusive education has become a struggle around the world for teachers, parents and students and arguments ignite and smoulder around the notions and practices of special education, regular education and inclusive education.

Irregular Schooling explores the foundations of current controversies and confusions in inclusive education by tracing the historical origins of both special education and inclusive education to demonstrate the very different, some would say irreconcilable, epistemologies from which they spring. The point is not to demonise special education. It exists because of inadequacies in the general provision of schooling and sought to ensure the care and education of those who were rejected. Over time, however, special education has become as uncomfortable with changing social and political exigencies as regular schooling has.

Written by one of the leading scholars in the field, Irregular Schooling builds on extant research and literature pertaining to social justice whilst providing a critique of the present state of approaches to inclusive education. It offers readers a series of propositions for moving inclusive education forward, making it a compelling and important text for policy makers, students of education, teachers and teacher educators.

Table of Contents

1. Introduction 2.The Divergent Conceptual Architecture of Special, Regular & Inclusive Education 3. Appreciating the Pervasiveness and Depth of Exclusion: Some Global Case Studies 4.The Practice of Inclusive Education Policy – Attaching Theory to Pedagogy, Curriculum and the Organisation of Schools 5. Problems of Researching Inclusive Education 6. Tomorrow’s Teachers? Irregular Schools and their Workforce 7. Foundations and Futures – Propositions for Progress

About the Author(s)

Roger Slee is Chair of Inclusive Education at The Institute of Education University of London. Previously, he has held Chairs in Education at Goldsmiths College London and the University of Western Australia. He was Dean of Education at McGill University, The University of Western Australia and Goldsmiths College. He was also Deputy Director General of the Queensland Ministry of Education and is the Founding Editor of the International Journal of Inclusive Education.

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