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Showing 1 - 7 of 7 matches in All Departments
First published in 1995. Notions of 'inclusive schools' and 'schooling for diversity' are rapidly gaining currency across the developed world as alternatives to traditional approaches to special needs education. This book explores the advances in our understanding of how schools can change and develop in order to include a wider range of students. By bringing together some of the foremost international writers and researchers in the field, it makes available to policy makers, practitioners and researchers the experiences from Australia, Europe, New Zealand, the UK and the USA.
First published in 1995. Notions of 'inclusive schools' and 'schooling for diversity' are rapidly gaining currency across the developed world as alternatives to traditional approaches to special needs education. This book explores the advances in our understanding of how schools can change and develop in order to include a wider range of students. By bringing together some of the foremost international writers and researchers in the field, it makes available to policy makers, practitioners and researchers the experiences from Australia, Europe, New Zealand, the UK and the USA.
The field of special needs education is well established, and
although it continues to develop in exciting and controversial
ways, involving some of education's leading thinkers, many people
feel it is lacking a coherent theoretical analysis of its
own.
The field of special needs education is well established, and
although it continues to develop in exciting and controversial
ways, involving some of education's leading thinkers, many people
feel it is lacking a coherent theoretical analysis of its
own.
In Schools and Special Needs, the authors provide a critical perspective on the dominant `inclusion' model of special needs education, in terms of implementation in schools and effectiveness of pupil learning outcomes. They take issue with the major advocates of the inclusion model and argue that a different way of understanding special educational needs in mainstream schools is both possible and necessary. The authors, who are eminent in the special needs field, use up-to-date material to develop a new model for special- education in schools.
Shortlisted for the Standing Conference on Studies in Education (SCSE) book awards for 2001 In Schools and Special Needs, the authors provide a critical perspective on the dominant `inclusion' model of special needs education, in terms of implementation in schools and effectiveness of pupil learning outcomes. They take issue with the major advocates of the inclusion model and argue that a different way of understanding special educational needs in mainstream schools is both possible and necessary. The authors, who are eminent in the special needs field, use up-to-date material to develop a new model for special- education in schools.
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