provides an international analysis of the politics of research and practice in special education. The contributors to this volume establish purposeful connections to the micropolitics of disability identification and the macropolitics of social structure and describe various geographic locales, recount multiple historical contexts, rely upon differing sources of evidence, and as a consequence, relate a more complex and richly layered analysis of educational inclusion. breaks away from the prevailing discourse on educational inclusion as that which occurs in a vacuum, separate from social inclusion, by providing a close analysis of the narrow frameworks, historic influence, and research tensions that underwrite current special education practice.weiterlesen