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A sense of real achievement? The experience of deaf students in social work and youth and community work training
- Author:
- TAYLOR George
- Journal article citation:
- Social Work Education (The International Journal), 15(1), 1996, pp.46-74.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Reports on the findings of a research project that focuses upon the experience of deaf students in higher education, in particular social work and youth community work training. Central to these courses is the notion of anti-discriminatory practice, and the development of skills in working with people. However, it cannot be assumed that such courses offer a positive experience to disadvantaged people, and deaf students participating in the project report a general dissatisfaction with the courses they attended. Respondents identified three major areas of difficulty: poor support services, a lack of deaf awareness amongst students and tutors, and, an absence of deaf issues course curricula. The findings are discussed with a view to future research possibilities and implications for practice.
A commentary on the admission and retention of students with disabilities in social work programmes
- Author:
- PARDECK John T.
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 1(3), 2002, pp.3-13.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Section 504 of the Rehabilitation Act of 1973 is the federal law upon which the Americans with Disabilities Act (ADA) is built. Both laws are designed to prevent discrimination against students with disabilities. This commentary offers a comparison of section 504 with the ADA. An analysis of the case law under Section 504 is also presented; this analysis provides guidelines that universities and colleges will have tofollow under the ADA. The implications of the ADA are offered for social work programmes in the areas of admission and retention of students with disabilities.
What's so special? Teachers models and their realisation in practice in segregated schools
- Authors:
- ADAMS Joan, SWAIN John, CLARK Jim
- Journal article citation:
- Disability and Society, 15(2), March 2000, pp.223-245.
- Publisher:
- Taylor and Francis
The concept of 'special' has played a crucial role in the development of educational policy and practice, and the meaning of the term has been the subject of far-reaching debates and controversy. This paper is based on research which explored the meaning of 'specialness' in theory and practice from the point of view of practitioners working in segregated schools, providing education for young people designated as having moderate and severe learning difficulties. The research demonstrates the articulation of the individual model of special in teachers' thinking about pupils, themselves and their relationships with pupils, and also in the learning environment provided for different categories of young people. The authors argue that the dominant discursive practices of practitioners construct and maintain 'otherness' in special education, and pre-empt alternative discourses.
Anything to declare? the struggle for inclusive education and children's rights
- Authors:
- KENWORTHY John, WHITTAKER Joe
- Journal article citation:
- Disability and Society, 15(2), March 2000, pp.219-231.
- Publisher:
- Taylor and Francis
This paper argues for a clear and unequivocal message from those who advocate Inclusive Education. It suggests that the compulsory segregation of children with 'special needs' will continue until the Law underwrites their right to an equal choice of education. The message to advocates is to make the affirmation of children's rights their primary goal, before resorting to detailed educational debates. It also highlights the plight of David McKibben and his family who have taken on the East Belfast Education Board to fight for David's right to attend his local mainstream high school.
Time to push disability issues higher up the agenda
- Author:
- BREWSTER Richard
- Journal article citation:
- NCVO News, 99, November 1998, p.10.
- Publisher:
- National Council for Voluntary Organisations
The government claims that addressing the rights of disabled people is high on its agenda. Asks whether it is doing enough to make a difference.
Separate but unequal
- Author:
- POTTS Patricia
- Journal article citation:
- Local Government Policy Making, 17(3), December 1990, pp.50-55.
- Publisher:
- University of Birmingham. Institute of Local Government Studies
Argues that children with disabilities should not be excluded from the mainstream of under-fives provision.
Young people with disabilities: preventing discrimination in education
- Author:
- CHILDREN'S LEGAL CENTRE
- Journal article citation:
- Childright, 189, September 2002, pp.9-11.
- Publisher:
- Children's Legal Centre
On 1 September 2002, part IV of the Disability and Discrimination Act 1995 (DDA), inserted by the Special Needs and Disability Act 2001, came into force. The new provisions seek to prevent discrimination against disabled people in their access education. They aim to ensure that disabled children are not disadvantaged and to allow for their inclusion as far as possible within mainstream education.