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Integration and its future: a case study of primary education and physical disability
- Authors:
- HADLEY Roger, WILKINSON Heather
- Journal article citation:
- Disability and Society, 10(3), September 1995, pp.309-323.
- Publisher:
- Taylor and Francis
This article describes a case study of the integration in mainstream schooling in two LEA's of children of primary school age with physical disabilities. Levels of disability are compared with the location of the children in the school system and any special provision made for them. Quality of provision is also explored. Factors affecting the overall levels of integration in the LEA's and differences between them are examined and the wider implications of recent legislation for the future development of integration are discussed in the light of the findings of the study.
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.
Attitudes to disability
- Author:
- DICKINS Mary
- Journal article citation:
- Coordinate, 65, May 1998, pp.11-12.
- Publisher:
- National Early Years Network
To round off a series of articles about special educational needs in the early years, the author offers a personal view of the past and current attitudes to the learning potential of children with special needs and looks forward to a better future.
Statementing for special educational needs and children's rights
- Authors:
- CHAPMAN Andrea, HITCHMAN Malcolm
- Journal article citation:
- Applied Community Studies, 3(1), 1996, pp.60-61.
- Publisher:
- Whiting and Birch
This article discusses how current practice often departs from official policy due to financial constraints. Suggests that a great deal of current educational policy and practice sees little formal representation from the child. The present position of Special Education has been greatly influenced by legislation, namely the Education Act 1991 which emanated from particularly the Warnock Report (1978). This had the effect of putting the child at the forefront of attention, placing the emphasis on the satisfaction of children's individuals needs.
Full inclusion of children with learning disabilities in the regular classroom: is it the only answer?
- Author:
- WRIGHT Elizabeth Beacher
- Journal article citation:
- Social Work in Education, 21(1), January 1999, pp.11-22.
- Publisher:
- National Association of Social Workers
In America's public school classrooms, there are divergent interpretations of the Individuals with Disabilities Education Act (IDEA) (P.L. 101-476) which was reauthorised effective June 1997. This act contains a mandate designed to meet the educational needs of children with disabilities in participating states, which will impact on parents, guardians, children and school social workers. Discusses the intent of IDEA, its legal interpretations and implications for school social workers.