โ Scribed by Julie Allan
No coin nor oath required. For personal study only.
Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as "deciders" with regard to the inclusion of pupils with special educational needs. The research also shows how the pupils with SEN actively challenge these decisions and seek to influence perceptions of themselves and their inclusion experiences through the "practices of self". It argues that existing research has tended to focus upon the practices of integration and inclusion, without much attention being paid to what inclusion means to young people. Strategies for inclusion have to take into account both mainstream and SEN pupils, if they are to have a chance of succeeding. The research presented in this book should prove of value in helping teachers achieve inclusion in the classroom.
๐ SIMILAR VOLUMES
This book provides a compelling account and analysis of the delicate balance between power and resistance and the ways in which developing conceptions of 'self' must be entered into any theoretical model.
The rights of students with disabilities to be educated in their local mainstream school is becoming more and more accepted in most countries, and many reforms are being put in place to achieve this goal. Further, there is no reason to segregate disabled students in public education systems; instead
Educating Children with Emotional and Behavioural Difficulties shows that it is possible for schools to provide inclusive education for children with social and emotional difficulties without jeopardising the well-being and progression of the children or compromising the academic standing of the sch
The future of special schools is dependent upon whether they can act as launch pads for closer collaboration with mainstream schools. Providing hands-on practical support, this book can be used to: organise and develop the consultancy role of special school team members; plan inclusion training prog