A much needed antidote to educational segregation by labels. - Rated 
Most books on inclusion centre on the mechanics of bringing 'children with disabilities' into the mainstream. This one is different. Thomas and Loxley deliver a stinging attack on current approaches through showing how the main barrier to inclusion is not 'disability' itself, but the way that disability has been construed in society.
Few in the history of special education escape their wrath. They argue that reliance on theories, especially those coming from psychology and medical models, has led to a limited and distorted view of education with mechanistic consequences. They further deride the 'special education industry' which fosters discrimination, not on the basis of thought but for self-seeking motives.
The most swingeing criticism is in the chapter on 'EBD' (Emotional and behavioural difficulties). They call the term itself 'indolent'- having no substance or compelling discriminatory value. They argue that the approach to children's behaviour in school is arbitary and unjust in a way that is not allowed when societies approach the bad behaviour of adults. They argue that EBD can and is used by institutions to avoid their own responsibilities to make improvements in provision by locating the causes of poor behaviour within the child.
There is a short review of the research from the 1990s which questions the need for separate provision for different categories of reading difficulty.
In the final chapter they argue not for inclusion of the disabled, but for inclusive schooling. In this view, special education disappears as inclusive schools treat the needs of all their pupils as prompts for change and improvement. They argue that this can only come about when change in schools is based on a respectful dialogue with the pupils- treating them as customers of pedagogy rather than budles of problems.
The book is written clearly, but the ideas can be very dense at times. The power of the arguments are very impressive. It is hard to see how anyone reading this book could ever be happy with the notion of special education again. Unfortunately, as Thomas and Loxley note, the idea of special education is very resilient in the face of contrary evidence and it may be a very long time before it comes near abolition. But it won't be for lack of trying by these authors!
An Intelligent and Daring Analysis - Rated
Deconstructing Special Education and Constructing Inclusion is at once an intelligent and accessible work. Thomas and Loxley are unafraid to take on conventional theories on improving practice, both past and contemporary. The book is rooted in a deep understanding of the subject matter. It provides an illuminating critique full of penetrating judgements. It is altogether a well written and insightful book, highly recommended to anyone interested in the discipline.
Critically examining dated ideologies in special education - Rated
Thomas and Loxley critically examines the academic foundations of special education, and question whether influencial models of behaviourism, psychometric, Piagetian and psychoanalytic theories which have had such a hold over provision for people with learning difficulties should be deconstructed. In great detail, they critique these theories and suggestthat in order to move positively into an era of 'inclusion', then we must begin to deconstruct dated ideologies, and construct inclusion out of the tenets of social justice, human and civil rights, stakeholding and equal opportunities. This book is a must for any disserning professional. Essential reading which is written in a style which makes it accessable for academics, researchers, students of education or teaching practitioners, educational psychologists or anyone who wishes to know more about the issues surrounding disability.
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