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A disabling education: the case of disabled learners in Malaysia
- Authors:
- ADNAN Airil Haimi, HAFIZ Intan Azreena
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.655-669.
- Publisher:
- Taylor and Francis
Currently there is a move by the government towards improving the state of education for disabled learners in Malaysia. It is believed that current policy and practice do not meet the needs and requirements of these learners, partly because of the different definitions of disability adopted by various government agencies that are empowered to assist them. Employing a social constructivist framework, these definitions are examined specifically in the way they have been developed into different practices. It is argued that some of the common practices in educating disabled learners are discriminatory and haphazardly planned. The material effects of these practices on the actual provisions of education for these learners are then observed and evaluated. It is suggested that the education system be improved by including disabled learners in mainstream education, so as to help instigate positive changes in the lives of these learners through the wider process of social inclusion.
Family action for inclusion in education
- Author:
- MILES Susie
- Publisher:
- Enabling Education Network
- Publication year:
- 2002
- Pagination:
- 115p.
- Place of publication:
- Manchester
Celebrates the stories of family-based advocacy organisations which have helped to transform education systems in southern Africa, South Asia, Europe and Australia. Quotations from family and community members provide the reader with valuable insights into the activities, thoughts and feelings of parents involved in fighting for the inclusion of their disabled children. In countries of the South the challenge of providing education for all children is not being met. Disabled children are among the most marginalised from education.This guide has been written for family and community members who may feel isolated and want to form a support group, or advocacy organisation, to challenge exclusion. It will also be of interest to those committed to promoting more inclusive practices in education.
Inclusive education: diverse perspectives
- Authors:
- NIND Melanie, et al
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 310p.,bibliogs.
- Place of publication:
- London
This book draws upon the experiences and practices of academics and professionals within the inclusive education sphere. Enabling the reader to stay in touch with what has led to the current agenda in inclusive education and its future development, this book includes: the views of people with learning difficulties and disabilities; comparison of different approaches to inclusion; and discussion of current events and what they tell us about inclusion.
Including ADHD?
- Authors:
- LLOYD Gwynedd, NORRIS Claire
- Journal article citation:
- Disability and Society, 14(4), July 1999, pp.505-517.
- Publisher:
- Taylor and Francis
This article tries to make sense of the recent rise of Attention Deficit Hyperactivity Disorder in Britain by focussing on the contribution of the press, parents organisations, 'experts' and the drug companies, in the context of the current marketisation of education and health services. It draws on findings from a research project which studies press coverage of ADHD, and argues that the existence of active parents' organisations pushing for medical diagnosis and drug treatment for their children presents a challenge to thinking about inclusion.
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.
Access and inclusion for children with autistic spectrum disorders: let me in
- Authors:
- HESMONDHALGH Matthew, BREAKEY Christine
- Publisher:
- Jessica Kingsley
- Publication year:
- 2001
- Pagination:
- 239p.,bibliog.
- Place of publication:
- London
Based on pioneering work at their school in Sheffield, the authors of this book explore issues of access and inclusion in employment and education for children and young people with Autistic Spectrum Disorders (ASD). They describe the challenges faced in establishing and running an integrated class (The Resource) for children with ASD within a mainstream secondary school. The twenty four pupils involved participate in the regular school curriculum, but also learn a wide range of additional life skills. These include road safety, work place skills and using public transport, as well as expressing feelings, making choices, and learning from experience. The Resource also runs a work placement scheme and has established a partnership with a further education college to enable pupils to gain further support after they leave school.
Neutrality as a moral standpoint, conceptual confusion and the full inclusion debate
- Author:
- GALLAGHER Deborah J.
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.637-654.
- Publisher:
- Taylor and Francis
Opposing perspectives on the full inclusion debate reveal a fundamental disjuncture between underlying conceptual frameworks. Advocates contend that full inclusion is a moral issue that cannot be resolved from a supposedly neutral scientific stance. Defenders of the traditional continuum of placements argue, to the contrary, that scientific research should be the dominant factor in arbitrating between separation and inclusion. In this paper, the author examines the concept of scientific neutrality and its lack of tenability as a foundation for sorting out the full inclusion debate. Subsequently the author explores how the assumption of neutrality plays itself out in the context of specific argument against full inclusion and offer some clarification on the moral nature of the debate.