Slee, R. (2001). Driven to the Margins: Disabled students, inclusive schooling and the politics of possibility. Cambridge Journal of Education, 31(3), 385–397.
Slee argues that inclusive schooling is a key part of the larger democratic project and that the special education paradigms is a barrier to those working towards this aim. He suggests that current understandings of special education, regular education and disability are a hindrance to inclusive schooling. He argues that the dominant understanding of inclusive education, as a step wise process from special education classrooms to regular education classrooms that only requires changes to enrollment and diversion of resource, fails to recognize the cultural politics of disablement that cause segregation in the first place. Instead he argues that any approach to inclusive education must recognize how exclusion is produced and be rooted in the belief that all students are capable of engaging with education successfully. The work of IPSE is informed by a deep understanding of the culture of disablement described by Slee and rooted is in the belief that full inclusion is not realized as a step-wise process from segregation.