Included Or Excluded

Author: Ruth Cigman
Publisher: Routledge
ISBN: 1134145152
Format: PDF, Mobi
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In a pamphlet published in 2005 Mary Warnock expressed concerns about some of the concepts that she had helped to introduce in the field of special education almost three decades earlier. She argued that the role of special schools was unclear and the pursuit of inclusion had become too ideological. This highly topical book suggests that distinctions should be made between kinds of special needs and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings. Her call for a government review to investigate these problems raised its media profile, fuelling the debate. This book pulls together contributions from all sides of the argument. An essential read for anyone involved in special education as well as the philosophy and ethics of education this book truly breaks new ground.

Children s Rights and the Developing Law

Author: Jane Fortin
Publisher: Cambridge University Press
ISBN: 1139479989
Format: PDF, Kindle
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Following the implementation of the Human Rights Act 1998, awareness has increased that we live in a rights-based culture and that children constitute an important group of rights holders. Now in its third edition, Children's Rights and the Developing Law explores the way developing law and policies in England and Wales are simultaneously promoting and undermining the rights of children. It reflects on how far these developments take account of children's interests, using current research on children's needs as a template against which to assess their effectiveness and considering a broad range of topics, including medical law, education and youth justice. A critical approach is maintained throughout, particularly when assessing the extent to which the concept of children's rights is being acknowledged by the courts and policy makers and the degree to which the UK fulfils its obligations under, for example, the UN Convention on the Rights of the Child.

The Passionate Mind

Author: Wendy Lawson
Publisher: Jessica Kingsley Publishers
ISBN: 1849051216
Format: PDF, Mobi
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Lawson lays out her theory of Single Attention and Associated Cognition in Autism. Whereas neurotypical people easily shift their attention from one interest to another, those on the autism spectrum tend to focus on a single theme. When this learning style is understood individuals on the autism spectrum can achieve their full potential.

Special Educational Needs Inclusion and Diversity

Author: Norah Frederickson
Publisher: McGraw-Hill Education (UK)
ISBN: 033523951X
Format: PDF, Docs
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Special Educational Needs, Inclusion and Diversity is the definitive handbook for student teachers, newly qualified teachers, trainee educational psychologists, SENCO's and SEN Specialist Teachers.

Special Educational Needs

Author: Mary Warnock
Publisher: A&C Black
ISBN: 144118015X
Format: PDF, ePub, Docs
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Considers the philosophical debates surrounding special educational needs and inclusion. >

Struggles for Equity in Education

Author: Mel Ainscow
Publisher: Routledge
ISBN: 1317420462
Format: PDF
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In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Spanning Mel Ainscow’s accomplished 30 year international career in education, the texts in this book trace his efforts to find ways of fostering more equitable forms of education. This has involved a series of struggles as he has experimented with different approaches - in a variety of contexts - to find new possibilities for responding to learner diversity. Over the years this has related to a variety of headline themes, starting from special education, through to integration, on to inclusive education, and then, more recently, educational equity. The readings have been chosen to illustrate the changes that have occurred in Ainscow’s thinking and practices and a short introduction is provided for each chapter that is intended to help readers to understand the significance of what is presented and how this relates to other chapters in the book. The writings in this text reinforce the idea that the promotion of equity in schools is essentially a social process that has to occur within particular contexts.?

Special Teaching for Special Children Pedagogies for Inclusion

Author:
Publisher: McGraw-Hill Education (UK)
ISBN: 033522623X
Format: PDF, ePub, Mobi
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This book addresses this question, looking at pupils’ special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs. Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that ‘good teaching is good teaching for all’ and that all children benefit from similar approaches.

The Routledge Companion to Severe Profound and Multiple Learning Difficulties

Author: Penny Lacey
Publisher: Routledge
ISBN: 1317511425
Format: PDF, ePub, Docs
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The Routledge Companion to Severe, Profound and Multiple Learning Difficulties is a timely and rich resource with contributions from writing teams of acknowledged experts providing a balance of both academic and practitioner perspectives. The book covers a myriad of topics and themes and has the core purpose of informing and supporting everyone who is interested in improving the quality of education and support for children and young adults with severe, profound and multiple learning difficulties and their families. Each chapter contains careful presentations and analyses of the findings from influential research and its practical applications and the book is a treasure chest of experiences, suggestions and ideas from practitioners that will be invaluable for many years to come. The chapters include many vignettes gathered from practitioners in the field and are written specifically to be rigorous yet accessible. The contributors cover topics related to the rights and needs of children and young adults from 0-25 years, crucial features of high quality education, characteristics of integrated provision and effective and sensitive working with families to ensure the best possible outcomes for their children. Crucially, the voice of the learners themselves shines through. Historical provision that has had an impact on developing services and modern legislation aimed at improving provision and services are also discussed. The contributed chapters are organised into six themed parts: Provision for learners with SLD/PMLD. Involving stakeholders. Priorities for meeting the personal and social needs of learners. Developing the curriculum. Strategies for supporting teaching and learning. Towards a new understanding of education for learners with SLD/PMLD. This text is an essential read for students on courses and staff working in and with the whole range of educational settings catering for children and young adults with severe, profound and multiple learning difficulties, not just for teachers but also for support staff, speech and language therapists, physiotherapists, psychologists, nurses, social workers and other specialists.

Inclusive Education in Italy

Author: Simona D’Alessio
Publisher: Springer Science & Business Media
ISBN: 9460913423
Format: PDF, ePub
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This book provides an innovative and thought-provoking analysis of the policy of integrazione scolastica from an inclusive perspective. Drawing on historical and empirical research methods the book arises out of an ethnographic study, which investigates the extent to which the policy of integrazione scolastica can be considered an inclusive policy. The author poses two fundamental questions: why are there episodes of micro-exclusion and discrimination against disabled pupils still taking place in regular schools after more than 30 years have passed since the enactment of such a progressive policy? Can the policy of integration lead to the development of inclusion in Italy? The research findings presented in the book indicate that exclusion and discrimination towards disabled pupils in education do not result from a lack of implementation of the policy at a school level, rather from the perpetuation of dominant discourses, which construct disability as an individual deficit. The book does not deny the progress made in the country following the application of this anti-discriminatory policy; rather it challenges the hegemonic abilist culture and the traditional perspectives of disability and schooling that undermine the development of inclusive education. After having investigated the theoretical premises of the policy of integration, the author argues that this progressive policy is still rooted in a special needs education paradigm and that what was once a liberating policy has been transformed into a hegemonic tool which still manages, controls and normalizes disability leaving school settings and teaching and learning routines unchanged. She finally argues for a human rights approach for the development of an inclusive school for the 21st century. The book is an essential reading for academics, policy makers, researchers and students involved in education as it links ideological pressures to practical analyses.