On the necessary co-existence of special and inclusive education

ABSTRACT

While many distinctions between ‘special’ and ‘inclusive’ education have been made and continue to be forcefully debated, the two concepts remain strongly evident in policy and practice in many countries. This paper discusses the interrelated history of these concepts. It explores how conceptualisations of them have changed since Salamanca and reflects on whether inclusive education has, can or should replace special education. It considers the extent to which ‘special’ and ‘inclusive’ education are understood as the same or different today. The paper argues for a clear a distinction to be made between how special educators can work in support of inclusive education and the task of inclusive education which addresses the barriers to participation faced by members of marginalised groups.

KEYWORDS:

• Salamanca statement
• inclusive education
• special education reform

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Professor Lani Florian is Bell Chair of Education at the University of Edinburgh and Fellow of the Academy of Social Sciences (FAcSS). She is editor of the Sage Handbook of Special Education, now in its second edition, and co-author of Achievement and Inclusion in Schools, also in its second edition.