The concept of integration : a conceptual critique of issues relating to curriculum, policy, planning & provision for pupils with Special Educational Needs

Abstract

This thesis sets out to investigate the concept of integration, with a view to identifying to what degree conceptual misunderstandings, and a lack of clarity about the concept itself and those concepts which underpin it, have led to an exacerbation, a continuation and a legitimation of inferior educational opportunities for those pupils identified as having Special Educational Needs (SEN), in England and Wales. The first part of this work is, therefore, devoted to a critical analysis of the key concepts involved; models of disability; entitlement and empowerment; models of curriculum and the concept of integration itself. The second part of the thesis is concerned with a critical review of recent and current educational policy in education, in the light of this conceptual critique. The Warnock Report (DES 1978) and subsequent policy are critically discussed and evaluated, and current policy is addressed in the form of the 1988 Education Act and its wider implications, and the Code of Practice for SEN introduced in the 1993 Education Act. Finally the issue of teacher education, and in particular current policy in that area, is critically discussed with a view to identifying its potential to address some of the issues raised by the preceding discussion. The underlying rationale for this thesis is that empirical research without a sound conceptual underpinning has proved not only inadequate but often counterproductive in education in general, and in special needs education in particular. Hence the style of the research is largely conceptual, and, while it has been necessary in the critique of current policies and practices to move to a more empirical mode, this has been done to contextualise the discussion by demonstrating the practical inadequacies which have resulted from the lack of conceptual clarity which the research reveals. The major theme which emerges from the thesis is that problems, inequalities and disadvantage in practice in the area of SEN can be seen to be attributable to a lack of any clear understanding or Sound critique of the major concepts which underpin current educational policy in the area.