Investigates the risk to special schools in the drive for inclusion for children with disabilities. A battle is being waged to save schools for children with mental disabilities. The ideology that all children, whatever their special needs, and especially as they reach secondary level, should be educated in mainstream schools is being questioned.
Investigates the risk to special schools in the drive for inclusion for children with disabilities. A battle is being waged to save schools for children with mental disabilities. The ideology that all children, whatever their special needs, and especially as they reach secondary level, should be educated in mainstream schools is being questioned.
Subject terms:
inclusive education, learning disabilities, physical disabilities, schools, special education, children;
European Journal of Social Work, 10(1), 2007, pp.89-105.
Publisher:
Taylor and Francis
This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students' identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.
This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students' identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.
The government wants children with special needs to be taught in mainstream schools. Asks whether the schools have the resources and whether they are willing to teach these children.
The government wants children with special needs to be taught in mainstream schools. Asks whether the schools have the resources and whether they are willing to teach these children.
Subject terms:
inclusive education, learning disabilities, physical disabilities, policy, schools, special education, special educational needs, children;
Disability and Society, 16(2), March 2001, pp.293-310.
Publisher:
Taylor and Francis
Romantown LEA, like other authorities in England and Wales, is adopting a policy of 'inclusion' in providing education for young disabled people. The reorganisation has involved the closure of Adamston, an all-age school for pupils with physical disabilities. This article addresses the meaning of 'inclusion' from the viewpoint of disabled people who have experienced segregated education. Draws first on the literature to offer an analysis of the documented views of survivors of special schools. Secondly, explores the views and experiences of Adamston pupils prior to the closure of the school. Argues that voices from experiences of segregation are central in constructing 'inclusion' and essential in any process of change towards an education system which is truly inclusive.
Romantown LEA, like other authorities in England and Wales, is adopting a policy of 'inclusion' in providing education for young disabled people. The reorganisation has involved the closure of Adamston, an all-age school for pupils with physical disabilities. This article addresses the meaning of 'inclusion' from the viewpoint of disabled people who have experienced segregated education. Draws first on the literature to offer an analysis of the documented views of survivors of special schools. Secondly, explores the views and experiences of Adamston pupils prior to the closure of the school. Argues that voices from experiences of segregation are central in constructing 'inclusion' and essential in any process of change towards an education system which is truly inclusive.
Subject terms:
inclusive education, physical disabilities, schools, social work history, special education, young people, children, education;
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.
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.
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
Extended abstract:
Sebba, Judy Sachder, Darshan What works in inclusive education? Barnardo's 1997
Summary
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
Context
Within the last 30 years there has been a shift from a 'medical' model of education, in which its purpose was seen as to minimise or eradicate difficulties and disabilities. A more interactive approach, developed in the 1980s, required the school to provide sufficient support to enable the pupil to cope with the demands resulting from a mismatch between individual characteristics and the demands of the organisation and curriculum. A third model in the 1990s proposed that difficulties and disabilities were acknowledged and support or adaptation provided but also that the difficulties should stimulate consideration of limitations in the current provision, or whole-school improvement.
Method
Contents
The review addresses the questions
How do legislation and policy influence developments in inclusive education?
What forms of school organisation are recommended?
What forms of classroom practice are recommended?
What is the impact of inclusive education?
What do studies of exclusion suggest about developing inclusive education?
What happens before and after school?
Findings
The factor which emerged as having greatest impact on the effective inclusive education of pupils with learning difficulties or disabilities was seen to be the expectations of staff, parents and pupils. The effectiveness of support appears to be more closely related to how it is organised, planned and monitored than the overall amount of it. Where teachers set examples of valuing difference the pupils respond by interacting more openly with each other. It appears that inclusive education benefits the academic achievement of pupils with learning difficulties and disabilities. The experience of inclusive education (rather than undergoing training) is the single most powerful influence on teacher development in inclusive practice.
144 references
Subject terms:
inclusive education, learning disabilities, physical disabilities, school children, schools, special education, children, education;
Presents papers on inclusive education for disabled children and children with learning difficulties. Looks at: the passage to inclusive education; teacher attitudes; children's attitudes; parents views; socialisation; the structure of lessons and teaching methods; children with behaviour problems, including behaviour management in the classroom; using paraprofessionals; models of education; collaboration and planning in inclusion; and strategies for curriculum development for all stages of education.
Presents papers on inclusive education for disabled children and children with learning difficulties. Looks at: the passage to inclusive education; teacher attitudes; children's attitudes; parents views; socialisation; the structure of lessons and teaching methods; children with behaviour problems, including behaviour management in the classroom; using paraprofessionals; models of education; collaboration and planning in inclusion; and strategies for curriculum development for all stages of education.
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.
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.
Subject terms:
inclusive education, learning disabilities, mental health problems, physical disabilities, school children, schools, special education, change management, children, childrens rights, education, equal opportunities;