This chapter discusses the contribution of the narrative and interpretive work of Dianne Ferguson (and Phil Ferguson) to the discourse of inclusive education research and practices. The chapter explores the concept of authentic inclusion that accepts a discourse contextualized in a needs-based, individualized focus within a perspective of diversity. The chapter continues to reiterate Ferguson’s call to mesh general and special education even within our present day, and emphasizes the need for a genuinely inclusive yardstick – not only to beat the inclusion drum, but also to focus on what authentic inclusion actually looks like.
Thompson, S.A. (2015), "The Bumpy Road to Genuinely Inclusive Schools: Still Learning from Ferguson’s ‘Rabid’ Confessions of an Authentic Inclusionist", Foundations of Inclusive Education Research (International Perspectives on Inclusive Education, Vol. 6), Emerald Group Publishing Limited, Bingley, pp. 87-99. https://doi.org/10.1108/S1479-363620150000006004
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