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Supporting aspirations - or not? Recent reforms on equality, the green paper on Special Educational Needs and the potential of a neurodiversity spectrum statement
- Authors:
- MACKENZIE Robin, WATTS John, HOWE Lati
- Journal article citation:
- Tizard Learning Disability Review, 17(1), 2012, pp.36-48.
- Publisher:
- Emerald
The purpose of this paper is to review current legal and policy initiatives focused on special educational needs and equality in England. It discusses issues concerning inclusion of children with special educational needs into mainstream education, and includes contributions from parents about their experience concerning inclusion and statements of special educational needs. It then comments on plans for reform set out in the 2011 Department of Education green paper on special educational needs, covering changes directly affecting schools and pupils with special educational needs, quality of education, and responses to the proposals. It also discusses the potential contribution of a neurodiversity spectrum statement to assess a wide range of characteristics, arguing that this would lead to a holistic approach to assessing differences in learning styles, thinking, communication and behaviour, and adapting teaching to suit these differences.
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.
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.