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Each belongs: integrated education in Canada
- Author:
- SHAW Linda
- Publisher:
- Centre for Studies on Integration in Education
- Publication year:
- 1990
- Pagination:
- 20p.
- Place of publication:
- London
The goal of the Hamilton and Waterloo Catholic School Boards in Ontario, Canada, is to meet the needs of all children in age-appropriate classes in neighbourhood schools. There are no special schools. This report describes local school board policy and practice, covers integration strategies, including some detailed case studies, and investigates the parents’ perspective. It captures the spirit of these inclusive school communities in a series of integration strategies including some case studies and investigates the parents’ perspectives.
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.
Human rights and school change: the Newham story
- Authors:
- JORDAN Linda, GOODEY Chris
- Publisher:
- Centre for Studies on Inclusive Education
- Publication year:
- 2002
- Pagination:
- 48p.
- Place of publication:
- Bristol
- Edition:
- 2nd
This book charts the steps which brought about the closure of most of the separate special schools and units in Newham, East London, over a 12-year-period, 1984-96. At the same time Newham's ordinary schools have undergone major changes to improve provision for all pupils. The report describes the London education authority's de-segregation programme to bring disabled children into mainstream schools.
Removing barriers to achievement: the government's strategy for SEN
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2004
- Pagination:
- 93p.
- Place of publication:
- Nottingham
All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.
Removing barriers to achievement: the government's strategy for SEN: executive summary
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2004
- Pagination:
- 24p.
- Place of publication:
- Nottingham
All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.
Inclusive education: learners and learning contexts
- Editor:
- NIND Melanie
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 287p.,bibliog.
- Place of publication:
- London
Engages with a diversity of learners and learning contexts within the sphere of inclusive education. Aiming to explore questions such as, how to respond to children at risk of exclusion, and what we can learn from each other in enhancing inclusion, this book includes: an examination of issues of gender, ethnicity, class, culture, sexuality and disability; and an examination of inclusive practice in different schools, different classrooms and beyond.
Social work with children: the educational perspective
- Authors:
- BLYTH Eric, MILNER Judith
- Publisher:
- Longman
- Publication year:
- 1997
- Pagination:
- 174p.,bibliog.
- Place of publication:
- Harlow
Aims to encourage social workers to work with confidence with other organisations and professionals such as teachers to help children whose educational achievement is poor. Includes chapters on: education reform in Britain; social work and schooling; education of children in the public care; children who care for others; school attendance; disabled children; pupils with behaviour problems; and protecting children from abuse and exploitation.