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This book explores the access and participation issues present within Higher Education in Ireland. It examines policy, pedagogy and practices in relation to widening participation and documents the progress and challenges encountered in furthering the 'access agenda' over the past two decades. Access has become an integral part of how Higher Education understands itself and how it explains the value of what it does for society as a whole. Improving access to education strengthens social cohesion, lessens inequality, guarantees the future vitality of tertiary institutions and ensures economic competitiveness and flexibility in the era of the "Knowledge Based Economy". Offering a coherent, critical account of recent developments in Irish Higher Education and the implications for Irish society as a whole, this book is essential for those involved both in researching the field and in Higher Education itself.
This collection provides the first in-depth, interdisciplinary and over-arching review of higher education in Ireland, situating higher education within the socio-cultural, political and historical context of the country over the past 40 years and the development of European and national policies.
This revised edition of a popular text offers students an updated and comprehensive overview across special education. It critically examines the intellectual foundations of special education and considers the consequences of their influence for professional and popular thinking about learning difficulties. The chapters place inclusion within a social and political context to highlight how concepts have been influences by theory and ideology across the years. The book offers guidance to students on specific issues such as reading and behavioural difficulties with theoretically grounded information. With a fresh chapter discussing current research, intersectionality and increased marketisation within education this book reflects the new landscape and legislation of special education. “Essential reading for anyone studying or working in either special or inclusive education… Few could build the case as well as Thomas and Loxley.†Melanie Nind, Professor of Education, University of Southampton, UK “Few books in the field of education merit the soubriquet 'must read'. This is one such." Philip Garner, Professor, Brunel University, UK “An absolute must-read for all of us committed to realising genuine inclusion within schools and society!†Jan Valle, The City College of New York, USA "Finishing your first reading of their book makes you realise that you must return to it, such is the richness of the analysis and reach of its detail. This is a tour de force, a line in the sand for all successive work in the field of inclusive education." Roger Slee, Diamond Jubilee Professor of Disability Studies, University of Leeds, UK
This collection provides the first in-depth, interdisciplinary and over-arching review of higher education in Ireland, situating higher education within the socio-cultural, political and historical context of the country over the past 40 years and the development of European and national policies.
. . Reviews of the first edition: . .,,"."full of sparkling analysis ... an absorbing account of
how and why the practice of special education has failed to live up
to expectations ... a tour de force ... A challenging, badly needed
book likely to be read for many years to come." . .,,"." a sophisticated, multidisciplinary critique of special
education that leaves virtually no intellectual stone unturned. It
is a must-read for anyone interested in the role and significance
of inclusive pedagogy in the new struggle for an inclusive
society." . . ""While this is a weighty book, there is real clarity about
the key ideas and no doubting their importance ... its challenges
to our thinking make it essential reading." . . ...a striking ... thought-provoking yet lyrical account
which is both uncompromising in its stance and refreshing in its
intellectually sophisticated critique. . . Review of the second edition: . ""Having read this book with much pleasure when it first came
out in 2001, I am delighted to see its authors rewarded with the
accolade of a second edition. Indeed it has been an equally
agreeable experience to revisit it, and interesting too, since
there have been some significant shifts in thinking in the
intervening years. As Thomas and Loxley rightly infer, a second
edition supports their contention that there is indeed 'an appetite
among professionals in education for ideas, argument and
scholarship'. This bookprovides plenty of all three.,"" In the second edition of this best-selling text, the authors critically examine the intellectual foundations of special education and consider the consequences of their influence for professional and popular thinking about learning difficulties. In light of this critique, they suggest that much of the knowledge about special education is misconceived, and proceed to provide a powerful rationale for inclusion derived from ideas about social justice and human rights. . . Revised and updated throughout, the book contains new material on social capital, communities of practice and a 'psychology of difference', as well as a new chapter on Inclusive education for the twenty-first century. . . "Deconstructing Special Education and Constructing Inclusion" is essential reading for teachers, head teachers, educational psychologists and policy makers..
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