Journal of Moral Education 30 (3):243-249 (2001)
|Abstract||Inclusive education is central to contemporary discourse in special needs education. There are difficulties, however, in allowing the concept to be a key organising principle for educational provision. These difficulties are set out. It is argued that setting aside the preoccupation with inclusion would result in a clearer focus on core educational values and, in particular, on students' learning and development|
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