, Volume 31, Issue 2, pp 199-206

Review of Roger Slee, The Irregular School: Exclusion, Schooling and Inclusive Education

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There is certainly no shortage of scholarly writing about inclusion/inclusive education. Indeed I empathised with Slee’s view that these terms have achieved ‘respectability’, featuring in the titles and key word lists of articles, policies and products even where the linkages may be tenuous. I also concurred with his appraisal of this corpus as ranging from tips for teachers to rigorous, critical texts. His own choice of title, The irregular school: Exclusion, schools and inclusive education, acted as both a back-reference to his earlier work and as a signal of the radical nature of the book. Slee has long sustained the position that the progress towards inclusion has been impeded by the focus on the bifurcation between ‘special and regular needs’ (Slee 1996, p. 29) or ‘regular and special education’ (Slee 2008, p. 100). He argued for the need to move from a sterile debate about placement or positions based on evidence that excluded particular voices to a more robust theoretical positi