The ubiquitous use of the term "inclusion" in the special education field only helps to obscure the variety of its ideological constructions, notes Ware (City U. of New York), many of which serve to limit educational opportunity for disabled students. She presents 11 papers from a 1999 conference dedicated to unpacking these ideological discourses and exploring the implications of the failure to recognize ideology in research. Authors were asked to address how narrow frameworks for understanding disability lead to inequitable educational policy; the historic relationship between disability, special education, and general education; and the moral consequences of espoused versus lived ideologies among academic researchers. Annotation 2004 Book News, Inc., Portland, OR (booknews.com)
