Deconstructing Special Education and Constructing Inclusion 3e

Introduction 
1 The ‘theory’ behind special education 
2 The knowledge-roots of special education 
3 Intersections 
4 Children’s behaviour at school: it’s strange. But why do we expect anything else? 
5 Thinking and research about learning failure, especially in reading 
6 Modelling difference and diversity 
7 Policy, politics and paradox 
8 Against inclusion? 
9 Inclusive education in the twenty-first century 
10 Conclusion

This revised edition of a popular text offers students an updated and comprehensive overview across special education. It critically examines the intellectual foundations of special education and considers the consequences of their influence for professional and popular thinking about learning difficulties. The chapters place inclusion within a social and political context to highlight how concepts have been influences by theory and ideology across the years. 

The book offers guidance to students on specific issues such as reading and behavioural difficulties with theoretically grounded information. With a fresh chapter discussing current research, intersectionality and increased marketisation within education this book reflects the new landscape and legislation of special education. 

“Essential reading for anyone studying or working in either special or inclusive education… Few could build the case as well as Thomas and Loxley.”

Melanie Nind, Professor of Education, University of Southampton, UK

“Few books in the field of education merit the soubriquet 'must read'. This is one such." 

Philip Garner, Professor, Brunel University, UK

“An absolute must-read for all of us committed to realising genuine inclusion within schools and society!”

Jan Valle, The City College of New York, USA

"Finishing your first reading of their book makes you realise that you must return to it, such is the richness of the analysis and reach of its detail.  This is a tour de force, a line in the sand for all successive work in the field of inclusive education."

Roger Slee, Diamond Jubilee Professor of Disability Studies, University of Leeds, UK