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Disability voice: towards an enabling education
- Author:
- LEICESTER Mal
- Publisher:
- Jessica Kingsley
- Publication year:
- 1999
- Pagination:
- 135p.,bibliog.
- Place of publication:
- London
Argues that people have been disabled by society, and that there is a need for educational change. Encourages equal opportunities for disabled people by promoting the practice of enabling education, a 'disability aware' education that caters for everyone's educational needs. Also includes interviews with disabled people, giving their own recommendations for educators and policy makers.
Do special schools have a role in supporting the process of inclusion
- Authors:
- TILSTONE Christina, ROSE Richard
- Journal article citation:
- Tizard Learning Disability Review, 5(4), November 2000, pp.35-43.
- Publisher:
- Emerald
The future provision of education for pupils with special educational needs is at the heart of an international debate, and the inclusion of all pupils in mainstream schools has been the subject of many papers and discussions. In this paper, the authors observe that, despite general acceptance of humanistic arguments, there remains a dearth of research into the efficacy of inclusive practices. In calling for more evaluation, they suggest that the role of special schools for pupils with the most complex learning needs has been overlooked, and that their potential expertise should be harnessed in the move towards inclusion.
All students belong: inclusive education for students with severe learning disabilities
- Author:
- JENKINSON Josephine C.
- Journal article citation:
- Tizard Learning Disability Review, 5(4), November 2000, pp.4-13.
- Publisher:
- Emerald
Attempts to include students with severe disabilities in mainstream classes are comparatively recent in the history of special education. However, views differ on the extent to which the goals of inclusive education should emphasise the acquisition of the skills needed to function as contributing members of the community. Inclusion of students with severe disabilities involves changes in teacher roles and responsibilities and flexible approaches to class organisation. Challenging behaviour is a potential barrier to successful inclusion, and new approaches that enable both class and specialist teachers to minimise its occurrence need to be developed. Although barriers still exist to inclusion of students with severe disabilities, there is evidence that inclusion can work successfully.
Human rights and school change: the Newham story
- Authors:
- JORDAN Linda, GOODEY Chris
- Publisher:
- Centre for Studies on Inclusive Education
- Publication year:
- 1996
- Pagination:
- 40p.,list of orgs.,bibliog.
- Place of publication:
- Bristol
Account of the desegregation of the education service in the London Borough of Newham, when over a twelve year period, the Boroughs special schools were gradually closed, and disabled children and children with learning difficulties joined their colleagues in mainstream schools.
Count us in: achieving inclusion in Scottish schools; a report by HM Inspectorate of Education
- Author:
- HM INSPECTORATE OF EDUCATION
- Publisher:
- Stationery Office
- Publication year:
- 2002
- Pagination:
- 36p.
- Place of publication:
- Edinburgh
In the past, interpretations of the terms 'inclusive schools' and 'inclusive education' have often focused on including pupils with additional support needs, for example learning difficulties or social, emotional or behavioural needs, in the mainstream of schooling. Increasingly, however, a broader definition of 'inclusive education' is gaining currency in Scotland and beyond. This broader definition relates not only to pupils who have particular needs, but also to the entitlement of all pupils to receive a high quality experience from the education system.
Inclusive education: a framework for change; national and international perspectives
- Author:
- WERTHEIMER Alison
- Publisher:
- Centre for Studies on Inclusive Education
- Publication year:
- 1997
- Pagination:
- 24p.
- Place of publication:
- Bristol
Reports on the philosophy and demands of the growing international movement for inclusive education which welcomes all children, whatever their needs and abilities. Presents a framework for change on a national and international basis.