Deconstructing Special Education and Constructing Inclusion

There is little use, say Thomas (education, Oxford Brookes U.) and Loxley (education, U. of Leeds), in looking at the thought behind special education from a single disciplinary perspective usually psychological or sociological because they all interconnect, and the specific discipline's methodological instruments, preference for focus, and insights crowd the forest up with obscuring trees. Rather than merely juxtaposing the different views, they evaluate each in the context of a wider picture, arguing that theoretical knowledge should be set aside in favor of people's knowledge about learning and what they want from schools. Distributed in the US by Taylor and Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)