5,481
Views
10
CrossRef citations to date
0
Altmetric
Articles

The exclusionary effects of inclusion today: (re)production of disability in inclusive education settings

, ORCID Icon, & ORCID Icon
Pages 612-637 | Received 22 Jan 2019, Accepted 16 Sep 2020, Published online: 14 Oct 2020

References

  • Ainscow, M. 2007. “From Special Education to Effective Education for All: A Review of Progress so Far.” In The Sage Handbook of Special Education, edited by L. Florian, 146–159. London, UK: Sage Publications.
  • Alberta Education. (n.d.). “Setting the Direction: Phase 4 Spring Update.” https://docushare.phrd.ab.ca/dsweb/Get/Document-195797/Phase4SpringUpdate.pdf.
  • Alberta Education. 2016. “Guide to Education: ECS to Grade 12.” papers3://publication/uuid/917AD11C-9736-4808-A337-BD6A7121091F
  • Alberta Teachers’ Association. 2015. The State of Inclusion in Alberta Schools. https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Research/COOR-101-5%20The%20State%20of%20Inclusion%20in%20Alberta%20Schools.pdf
  • Allan, J. 2010. “The Sociology of Disability and the Struggle for Inclusive Education.” British Journal of Sociology of Education 31 (5): 603–619. doi:10.1080/01425692.2010.500093.
  • Andrews, J., and J. Lupart. 2000. The Inclusive Classroom: Educating Exceptional Children. 2nd ed. Scarborough, ON: Nelson Thomson Learning.
  • Angell, A. M., and O. Solomon. 2014. “The Social Life of Health Records: Understanding Families’ Experiences of Autism.” Social Science & Medicine 117: 50–57. doi:10.1016/j.socscimed.2014.07.020.
  • Armstrong, D. 1999. “What about Chantel? From Inside Out: An Insider’s Experience of Exclusion.” International Journal of Inclusive Education 3 (1): 27–36. doi:10.1080/136031199285165.
  • Artiles, A. J., and E. B. Kozleski. 2007. “Beyond Convictions: Interrogating Culture, History, and Power in Inclusive Education.” Language Arts 84 (4): 1–8.
  • Ball, S. J. 1990. Foucault and Education: Disciplines and Knowledge. New York, NY: Routledge.
  • Barnes, C., M. Oliver, and L. Barton, eds. 2002. Disability Studies Today. Cambridge, UK: Blackwell Publishers Ltd.
  • Bowen, G. A. 2006. “Grounded Theory and Sensitizing Concepts.” International Journal of Qualitative Methods 5 (3): 12–23. doi:10.1177/160940690600500304.
  • Boyd, V. A., S. L. Ng, and C. F. Schryer. 2015. “Deconstructing Language Practices: Discursive Constructions of Children in Individual Education Plan Resource Documents.” Disability & Society 30 (10): 1537–1553. doi:10.1080/09687599.2015.1113161.
  • Brown, L., B. Wilcox, E. Sontag, B. Vincent, N. Dodd, and L. Gruenewald. 2004. “Toward the Realization of the Least Restrictive Educational Environments for Severely Handicapped Students.” Research & Practice for Persons with Severe Disabilities 29 (1): 2–8.
  • Buchner, T., F. Smyth, G. Biewer, M. Shevlin, M. A. V. Ferreira, M. Toboso Martín, S. Rodríguez Díaz, J. Šiška, C. Latimier, and Š. Káňová. 2015. “Paving the Way through Mainstream Education: The Interplay of Families, Schools and Disabled Students.” Research Papers in Education 30 (4): 411–426. doi:10.1080/02671522.2014.989175.
  • Byrnes, L. J., and F. W. Rickards. 2011. “Listening to the Voices of Students with Disabilities: Can Such Voices Inform Practice?” Australasian Journal of Special Education 35 (1): 25–34. doi:10.1375/ajse.35.1.25.
  • Campbell, F. K. 2009. Contours of Ableism: The Production of Disability and Abledness. New York, NY: Palgrave Macmillan.
  • Charmaz, K. 2003. “Grounded Theory: Objectivist and Constructivist Methods.” In Strategies for Qualitative Inquiry, edited by N. K. Denzin and Y. S. Lincoln, 2nd ed., 249–291. London, UK: Sage Publications.
  • Charmaz, K. 2006. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London, UK: Sage Publications.
  • Connor, D. J., S. L. Gabel, D. J. Gallagher, and M. Morton. 2008. “Disability Studies and Inclusive Education Implications for Theory, Research, and Practice.” International Journal of Inclusive Education 12 (5-6): 441–457. doi:10.1080/13603110802377482.
  • Copeland, S. R., J. McCall, C. R. Williams, C. Guth, E. W. Carter, S. E. Fowler, J. A. Presley, and C. Hughes. 2002. “High School Peer Buddies: A Win–Win Situation.” Teaching Exceptional Children 68 (1): 16–21.
  • Cosier, M., J. Causton-Theoharis, and G. Theoharis. 2013. “Does Access Matter? Time in General Education and Achievement for Students with Disabilities.” Remedial and Special Education 34 (6): 323–332. doi:10.1177/0741932513485448.
  • Council of Ministers of Education Canada. 2008. “The Development of Education Reports for Canada (Issue October).” https://www.cmec.ca/Publications/Lists/Publications/Attachments/122/ICE2008-reports-canada.en.pdf
  • Dessemontet, R. S., G. Bless, and D. Morin. 2012. “Effects of Inclusion on the Academic Achievement and Adaptive Behaviour of Children with Intellectual Disabilities.” Journal of Intellectual Disability Research 56 (6): 579–587. doi:10.1111/j.1365-2788.2011.01497.x.
  • Ferguson, D. L. 1995. “The Real Challenge of Inclusion: Confessions of a “Rabid Inclusionist”.” The Phi Delta Kappan 77 (4): 281–287. http://www.jstor.org/stable/20405555.
  • Ferri, B. A. 2008. “Changing the Script: Race and Disability in Lynn Manning’s Weights.” International Journal of Inclusive Education 12 (5-6): 497–509. doi:10.1080/13603110802377524.
  • Foucault, M. 1980. “Two Lectures.” (p. 78-108) In Power/Knowledge: Selected Interviews and Other Writings, 1972-1977, edited by C. Gordon. New York, NY: Pantheon Books.
  • Gartner, A., and D. Lipsky. 1987. “Beyond Special Education: Toward a Quality System for All Students.” Harvard Educational Review 57 (4): 367–395. doi:10.17763/haer.57.4.kj517305m7761218.
  • Giangreco, M. F., S. Edelman, C. Cloninger, and R. Dennis. 1993. “My Child Has a Classmate with Severe Disabilities: What Parents of Nondisabled Children Think about Full Inclusion.” Developmental Disabilities 21 (1): 77–91.
  • Gibson, S. 2006. “Beyond a ‘Culture of Silence’: Inclusive Education and the Liberation of ‘Voice.” Disability & Society 21 (4): 315–329. doi:10.1080/09687590600679956.
  • Goodley, D., and K. Runswick-Cole. 2011. “The Violence of Disablism.” Sociology of Health & Illness 33 (4): 602–617. doi:10.1111/j.1467-9566.2010.01302.x.
  • Goodley, D., and K. Runswick-Cole. 2012. “Reading Rosie: The Postmodern Disabled Child.” Educational and Child Psychology 29 (2): 53–66.
  • Goodley, D., and K. Runswick-Cole. 2015. “Thinking about Schooling through Dis/Ability: A Dishuman Approach.” In Disability Studies: Educating for Inclusion, edited by T. Corcoran, J. White, and B. Whitburn, 241–253. Rotterdam, NL: Sense Publishers.
  • Goodley, D., K. Runswick-Cole, and K. Liddiard. 2016. “The DisHuman Child.” Discourse: Studies in the Cultural Politics of Education 37 (5): 770–784. doi:10.1080/01596306.2015.1075731.
  • Government of Alberta. 2019. “Inclusive Education.” https://www.alberta.ca/inclusive-education.aspx?utm_source=redirector
  • Graham, L. J. 2006. “Caught in the Net: A Foucaultian Interrogation of the Incidental Effects of Limited Notions of Inclusion.” International Journal of Inclusive Education 10 (1): 3–25. doi:10.1080/13603110500173217.
  • Graham, L. J., and R. Slee. 2008. “An Illusory Interiority: Interrogating the Discourse/s of Inclusion.” Educational Philosophy and Theory 40 (2): 277–293. doi:10.1111/j.1469-5812.2007.00331.x.
  • Griffith, A., and D. Smith. 2005. Mothering for Schooling. RoutledgeFalmer.
  • Guillemin, M., and L. Gillam. 2004. “Ethics, Reflexivity, and “Ethically Important Moments” in Research.” Qualitative Inquiry 10 (2): 261–280. doi:10.1177/1077800403262360.
  • Gul, S. O., and S. Vuran. 2015. “Children with Special Needs’ Opinions and Problems about Inclusive Practices.” Ted Eğitim VE BİLİM 40 (180): 169–195. doi:10.15390/EB.2015.4205.
  • Guralnick, M. J., and J. M. Groom. 1988. “Peer Interactions in Mainstreamed and Specialized Classrooms: A Comparative Analysis.” Exceptional Children 54 (5): 415–425. doi:10.1177/001440298805400504.
  • Hodkinson, A. 2012. “Illusionary inclusion - What Went Wrong with New Labour’s Landmark Educational Policy?” British Journal of Special Education 39 (1): 4–11. doi:10.1111/j.1467-8578.2012.00532.x.
  • Inclusive Education Canada. 2017. “About – Inclusive Education.” https://inclusiveeducation.ca/about-2/
  • Johnson, K., G. Minogue, and R. Hopklins. 2014. “Inclusive Research: Making a Difference to Policy and Legislation.” Journal of Applied Research in Intellectual Disabilities 27 (1): 76–84. doi:10.1111/jar.12085.
  • Loreman, T., D. McGhie-Richmond, J. Barber, and J. Lupart. 2009. “Parent Perspectives on Inclusive Education in Rural Alberta.” Canada. Exceptionality Education International 19 (2): 16.
  • Lynch, S. L., and A. N. Irvine. 2009. “Inclusive Education and Best Practice for Children with Autism Spectrum Disorder: An Integrated Approach.” International Journal of Inclusive Education 13 (8): 845–859. doi:10.1080/13603110802475518.
  • Lyons, W. E., S. A. Thompson, and V. Timmons. 2016. “We Are Inclusive. We Are a Team. Let’s Just Do It”: Commitment, Collective Efficacy, and Agency in Four Inclusive Schools.” International Journal of Inclusive Education 20 (8): 889–907. doi:10.1080/13603116.2015.1122841.
  • Mann, G. 2016. “From Here to There and Back Again: The Story of a Mother, Her Son, Disability, and School Choice.” International Journal of Inclusive Education 20 (9): 909–920. doi:10.1080/13603116.2015.1122842.
  • Marshall, J. 1996. Michel Foucault: Personal Autonomy and Education. Boston, MA: Kluwer Academic.
  • Matthews, S. H. 2007. “A Window on the “New” Sociology of Childhood.” Sociology Compass 1 (1): 322–334. doi:10.1111/j.1751-9020.2007.00001.x.
  • McDonnell, J., N. Thorson, S. Disher, C. Mathot-Buckner, J. Mendel, and L. Ray. 2003. “The Achievement of Students with Developmental Disabilities and Their Peers without Disabilities in Inclusive Settings: An Exploratory Study.” Education and Treatment of Children 26 (3): 224–236.
  • Mooney, L. R., and B. Lashewicz. 2015. “For the Love of the Child: Bestowing Value Amidst Inconsistent Inclusive Education Beliefs and Practices for One Student with Severe Disabilities.” Canadian Journal of Education 38 (4): 1–28.
  • Nespor, J., and D. Hicks. 2010. “Wizards and Witches: Parent Advocates and Contention in Special Education in the USA.” Journal of Education Policy 25 (3): 309–334. doi:10.1080/02680931003671954.
  • Ng, S. L., L. Lingard, K. Hibbert, S. Regan, S. Phelan, R. Stooke, C. Meston, C. Schryer, M. Manamperi, and F. Friesen. 2015. “Supporting Children with Disabilities at School: Implications for the Advocate Role in Professional Practice and Education.” Disability and Rehabilitation 37 (24): 2282–2290. doi:10.3109/09638288.2015.1021021.
  • Oliver, M. 2009. Understanding Disability: From Theory to Practice. 2nd ed. New York, NY: Palgrave Macmillan.
  • Oliver, M., and C. Barnes. 2010. “Disability Studies, Disabled People and the Struggle for Inclusion.” British Journal of Sociology of Education 31 (5): 547–560. doi:10.1080/01425692.2010.500088.
  • Phelan, S. K., E. A. Kinsella. 2013. “Picture This … Safety, Dignity, and Voice—Ethical Research with Children.” Qualitative Inquiry 19 (2): 81–90. doi:10.1177/1077800412462987.
  • Phelan, S. K., and S. L. Ng. 2015. “A Case Review: Reframing School-Based Practices Using a Critical Perspective.” Physical & Occupational Therapy in Pediatrics 35 (4): 316–396. doi:10.3109/01942638.2014.978933.
  • Philips, N., and C. Hardy. 2002. Discourse Analysis: Investigating Processes of Social Construction. London, UK: Sage Publications.
  • Popkewitz, T., and M. Brennan. 1998. Foucault’s Challenge: Discourse, Knowledge, and Power in Education. New York, NY: Teachers College Press.
  • Popkewitz, T., and S. Lindblad. 2000. “Educational Governance and Social Inclusion and Exclusion: Some Conceptual Difficulties and Problematics in Policy and Research” 21 (1): 5–44.
  • Priestley, M. 1999. “Discourse and Identity: Disabled Children in Mainstream High Schools.” In Disability Discourses, edited by M. Corker and S. French, 92–102. Philadelphia, PA: Open University Press.
  • Rix, J., and A. Matthews. 2014. “Viewing the Child as a Participant within Context.” Disability & Society 29 (9): 1428–1442. doi:10.1080/09687599.2014.934955.
  • Shakespeare, T. 2014. Disability Rights and Wrongs Revisited. New York, NY: Routledge.
  • Shildrick, M. 2012. “Critical Disability Studies: Rethinking the Conventions for the Age of Postmodernity.” In Routledge Handbook of Disability Studies, edited by N. Watson, A. Roulstone, and C. Thomas, 30–41. New York, NY: Routledge. doi:https://doi.org/10.4324/9780203144114.ch3.
  • Simons, M., and J. Masschelein. 2005. “Inclusive Education for Exclusive Pupils: A Critical Analysis of the Government of the Exceptional.” In Foucault and the Government of Disability, edited by S. Tremain, 208–228. Ann Arbor, MI: University of Michigan Press.
  • Slee, R. 2013. “How Do we Make Inclusive Education Happen When Exclusion is a Political Predisposition?” International Journal of Inclusive Education 17 (8): 895–907. doi:10.1080/13603116.2011.602534.
  • Slee, R., and J. Allan. 2001. “Excluding the Included: A Reconsideration of Inclusive Education.” International Studies in Sociology of Education 11 (2): 173–192. doi:10.1080/09620210100200073.
  • Stake, R. E. 1995. The Art of Case Study Research. London, UK: Sage Publications.
  • Stake, R. E. 2006. Multiple Case Study Analysis. New York, NY: Guilford.
  • Statistics Canada. 2001. “Participation and Activity Limitation Survey.” https://www150.statcan.gc.ca/n1/pub/81-004-x/2007001/9631-eng.htm#b
  • Swain, J., and S. French. 2000. “Towards an Affirmation Model of Disability.” Disability & Society 15 (4): 569–582. doi:10.1080/09687590050058189.
  • Thomas, G., and A. Loxley. 2001. Deconstruction Special Education and Constructing Inclusion. Philadelphia, PA: Open University Press.
  • Underwood, K. 2008. The Construction of Disability in Our Schools: Teacher and Parent Perspectives on the Experience of Labelled Students. Rotterdam, NL: Sense Publishers.
  • UNESCO. 1994. “The Salamanca Statement and Framework for Action on Special Needs Education.” Policy, June, 50. D -94/WS/1 8
  • United Nations. 2006. “Convention on the Rights of Persons with Disabilities.” Treaty Series, 2515, 3. http://www.un.org/disabilities/
  • Whalley Hammell, K. 2006. Perspectives on Disability and Rehabilitation: Contesting Assumptions; Challenging Practice. Toronto, ON: Churchill Livingstone.
  • Whitburn, B. 2017. “The Subjectivities of ‘Included’ Students with Disabilities in Schools.” Discourse: Studies in the Cultural Politics of Education 38 (4): 485–497. doi:10.1080/01596306.2015.1105787.
  • Withers, A. J. 2012. Disability, Politics & Theory. Halifax, NS: Fernwood Publishing.
  • Wodak, R., and M. Meyer. 2009. Methods of Critical Discourse Analysis. 2nd ed. London, UK: Sage Publications.
  • Young, K. S. 2008. “Physical and Social Organization of Space in a Combined Credential Programme: Implications for Inclusion.” International Journal of Inclusive Education 12 (5-6): 477–495. doi:10.1080/13603110802377508.
  • Zizek, S. 2008. Violence. London, UK: Profile Books.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.