000 03299nam a22003975i 4500
001 978-94-6091-342-6
003 DE-He213
005 20140220083836.0
007 cr nn 008mamaa
008 120131s2011 ne | s |||| 0|eng d
020 _a9789460913426
_9978-94-6091-342-6
024 7 _a10.1007/978-94-6091-342-6
_2doi
050 4 _aLC8-6691
072 7 _aJNF
_2bicssc
072 7 _aEDU034000
_2bisacsh
082 0 4 _a379
_223
100 1 _aD’Alessio, Simona.
_eeditor.
245 1 0 _aInclusive Education in Italy
_h[electronic resource] :
_bA Critical Analysis of the Policy of Integrazione Scolastica /
_cedited by Simona D’Alessio.
264 1 _aRotterdam :
_bSensePublishers,
_c2011.
300 _aXIX, 165p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aStudies in Inclusive Education ;
_v10
520 _aThis book provides an innovative and thought-provoking analysis of the policy of integrazione scolastica from an inclusive perspective. Drawing on historical and empirical research methods the book arises out of an ethnographic study, which investigates the extent to which the policy of integrazione scolastica can be considered an inclusive policy. The author poses two fundamental questions: why are there episodes of micro-exclusion and discrimination against disabled pupils still taking place in regular schools after more than 30 years have passed since the enactment of such a progressive policy? Can the policy of integration lead to the development of inclusion in Italy? The research findings presented in the book indicate that exclusion and discrimination towards disabled pupils in education do not result from a lack of implementation of the policy at a school level, rather from the perpetuation of dominant discourses, which construct disability as an individual deficit. The book does not deny the progress made in the country following the application of this anti-discriminatory policy; rather it challenges the hegemonic abilist culture and the traditional perspectives of disability and schooling that undermine the development of inclusive education. After having investigated the theoretical premises of the policy of integration, the author argues that this progressive policy is still rooted in a special needs education paradigm and that what was once a liberating policy has been transformed into a hegemonic tool which still manages, controls and normalizes disability leaving school settings and teaching and learning routines unchanged. She finally argues for a human rights approach for the development of an inclusive school for the 21st century. The book is an essential reading for academics, policy makers, researchers and students involved in education as it links ideological pressures to practical analyses.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducational Policy and Politics.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
830 0 _aStudies in Inclusive Education ;
_v10
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-6091-342-6
912 _aZDB-2-SHU
999 _c109611
_d109611