| Abstract: | In education, as in all other fields, grassroots practitioners need people with sharp, creative minds who are able to question accepted ideologies and challenge current practice. Such innovators stimulate argument and collaboration which, in turn, lead to the development of new philosophies and to more enlightened and effective practices. In this paper it Is argued that in special education, however, the philosophical models of integration which have been presented over the last eight years have often inadvertently inhibited, rather than promoted, the Introduction of more effective learning systems. |
