The current emphasis on individualised intervention programmes for
students with special needs may not only be impractical, but also
undesirable. This book compares and contrasts special needs
approaches with school effectiveness strategies. The author sets
out theories about inclusive schooling that arise out of a detailed
scrutiny of practice. The link between theory and practice will be
welcomed by many practitioners. With extensive examples from the
field to illustrate Ainscow's ideas, this is an eminently
accessible text.
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