Professor Harry Daniels, University of Birmingham, England, Dr Philip Garner, Brunel University, London, England

• Introduction, Harry Daniels, Philip Garner; Defining special education in a democracy – inclusive education; Chapter 1 Inclusive education, Dorothy Kerzner Lipsky, Alan Gartner; Chapter 2 Individual rights to education and students with disabilities, Margaret J. McLaughlin, Lynn Fuchs, Michael Hardman; Chapter 3 Inclusion and inclusions, Alan Dyson; Chapter 4 Market ideologies, education and the challenge for inclusion, Len Barton; Dilemmas for inclusive education; Systems in reformulation; Chapter 5 England and Wales, Gary Thomas, John Dwyfor Davies; Chapter 6 Deficit ideology and educational reform in the United States, Christopher Blake; Chapter 7 The Netherlands, Sip Jan Pijl, Cor J.W. Meijer; Chapter 8 Integration in the changing Scandinavian welfare states, Anders Gustavsson; Chapter 9 The inclusion movement in Canada, Margret A. Winzer; Chapter 10 Spain, Angeles Parrilla; Systems in Change; Chapter 11 Towards a healing society, Gerald K. LeTendre, Hidetada Shimizu; Chapter 12 Issues of inclusive education in the Czech Republic – a system in change, Marie Cerná; Chapter 13 Bulgaria, Diana Tzokova, Zlatko Dobrev; Systems in Development; Chapter 14 Developing inclusive education in Chile, Maria Baez; Chapter 15 Inclusive education in South Africa, Pam Christie; Chapter 16 Pedagogic discourse and academic failure in southern Brazil, Magda Damiani; Dialogues on inclusive education; Chapter 17 The welfare state and individual freedom, Jesper Holst; Chapter 18 Policies and practices? Inclusive education and its effects on schooling, Roger Slee; Chapter 19 Racism, ethnic identity and education of South Asian adolescents, Paul A. S. Ghuman; Chapter 20 Globalization and cultural transmission, Peter Evans; Chapter 21 Exclusion, Sally Tomlinson; Chapter 22 Advocacy, self-advocacy and inclusive action, Jo Lebeer, Roberta Garbo, Peetjie Engels, Annet De Vroey;

Professor Harry Daniels, University of Birmingham, England, Dr Philip Garner, Brunel University, London, England

• Introduction, Harry Daniels, Philip Garner; Defining special education in a democracy – inclusive education; Chapter 1 Inclusive education, Dorothy Kerzner Lipsky, Alan Gartner; Chapter 2 Individual rights to education and students with disabilities, Margaret J. McLaughlin, Lynn Fuchs, Michael Hardman; Chapter 3 Inclusion and inclusions, Alan Dyson; Chapter 4 Market ideologies, education and the challenge for inclusion, Len Barton; Dilemmas for inclusive education; Systems in reformulation; Chapter 5 England and Wales, Gary Thomas, John Dwyfor Davies; Chapter 6 Deficit ideology and educational reform in the United States, Christopher Blake; Chapter 7 The Netherlands, Sip Jan Pijl, Cor J.W. Meijer; Chapter 8 Integration in the changing Scandinavian welfare states, Anders Gustavsson; Chapter 9 The inclusion movement in Canada, Margret A. Winzer; Chapter 10 Spain, Angeles Parrilla; Systems in Change; Chapter 11 Towards a healing society, Gerald K. LeTendre, Hidetada Shimizu; Chapter 12 Issues of inclusive education in the Czech Republic – a system in change, Marie Cerná; Chapter 13 Bulgaria, Diana Tzokova, Zlatko Dobrev; Systems in Development; Chapter 14 Developing inclusive education in Chile, Maria Baez; Chapter 15 Inclusive education in South Africa, Pam Christie; Chapter 16 Pedagogic discourse and academic failure in southern Brazil, Magda Damiani; Dialogues on inclusive education; Chapter 17 The welfare state and individual freedom, Jesper Holst; Chapter 18 Policies and practices? Inclusive education and its effects on schooling, Roger Slee; Chapter 19 Racism, ethnic identity and education of South Asian adolescents, Paul A. S. Ghuman; Chapter 20 Globalization and cultural transmission, Peter Evans; Chapter 21 Exclusion, Sally Tomlinson; Chapter 22 Advocacy, self-advocacy and inclusive action, Jo Lebeer, Roberta Garbo, Peetjie Engels, Annet De Vroey;

Professor Harry Daniels, University of Birmingham, England, Dr Philip Garner, Brunel University, London, England

• Introduction, Harry Daniels, Philip Garner; Defining special education in a democracy – inclusive education; Chapter 1 Inclusive education, Dorothy Kerzner Lipsky, Alan Gartner; Chapter 2 Individual rights to education and students with disabilities, Margaret J. McLaughlin, Lynn Fuchs, Michael Hardman; Chapter 3 Inclusion and inclusions, Alan Dyson; Chapter 4 Market ideologies, education and the challenge for inclusion, Len Barton; Dilemmas for inclusive education; Systems in reformulation; Chapter 5 England and Wales, Gary Thomas, John Dwyfor Davies; Chapter 6 Deficit ideology and educational reform in the United States, Christopher Blake; Chapter 7 The Netherlands, Sip Jan Pijl, Cor J.W. Meijer; Chapter 8 Integration in the changing Scandinavian welfare states, Anders Gustavsson; Chapter 9 The inclusion movement in Canada, Margret A. Winzer; Chapter 10 Spain, Angeles Parrilla; Systems in Change; Chapter 11 Towards a healing society, Gerald K. LeTendre, Hidetada Shimizu; Chapter 12 Issues of inclusive education in the Czech Republic – a system in change, Marie Cerná; Chapter 13 Bulgaria, Diana Tzokova, Zlatko Dobrev; Systems in Development; Chapter 14 Developing inclusive education in Chile, Maria Baez; Chapter 15 Inclusive education in South Africa, Pam Christie; Chapter 16 Pedagogic discourse and academic failure in southern Brazil, Magda Damiani; Dialogues on inclusive education; Chapter 17 The welfare state and individual freedom, Jesper Holst; Chapter 18 Policies and practices? Inclusive education and its effects on schooling, Roger Slee; Chapter 19 Racism, ethnic identity and education of South Asian adolescents, Paul A. S. Ghuman; Chapter 20 Globalization and cultural transmission, Peter Evans; Chapter 21 Exclusion, Sally Tomlinson; Chapter 22 Advocacy, self-advocacy and inclusive action, Jo Lebeer, Roberta Garbo, Peetjie Engels, Annet De Vroey;