Curricula for exclusion: interpreting the ideologies and forces underpinning policy developments in relation to the education of children with disabilities

Abstract

ABSTRACT This paper presents the findings of a qualitative study which analysed key documents, such as curricula, laws and technical/research reports that informed curriculum development for children with disabilities in the Republic of Cyprus, from 1979 to date. The thematic document analysis sought to make meaning and interpret these developments, which are presented in three time periods: the era of segregation, the era of integration and the era of combatting inclusive education. The discussion raises issues that are significant for future policy development in Cyprus and other countries, such as the dilemma of common or special curricula for children with disabilities, the impact of external influences on curriculum development, and the consequences of ableist thinking and rhetoric that binds curricula and education policies.