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Originally published in 1991. This edited work consists of
contributions from practitioners in the field of school
improvement, development and advisory work. It is to help advisory
and support personnel understand the process of school improvement
and to explore the management and development of this work in the
context of changes brought about by legislation. The book is for
those who are concerned with developing the educational experiences
for all children through improving schools. This includes teachers
and all those with advisory roles: inspectors, advisers, advisory
teachers, educational psychologists, curriculum development
officers and external consultants.
**Winner of the nasen Special Educational Needs Academic Book award
2008** There is an enduring and widespread perception amongst
policy makers and practitioners that certain groups of children, in
particular those who find learning difficult, have a detrimental
effect on the achievement of other children. Challenging this basic
assumption, Achievement and Inclusion in Schools argues that high
levels of inclusion can be entirely compatible with high levels of
achievement and that combining the two is not only possible but
essential if all children are to have the opportunity to
participate fully in education. Packed with vivid case studies that
explore the benefits and tensions for children and schools, this
book sets out to answer the following questions: What is the nature
of the relationship between the inclusion of some children and the
achievement of all? Are there strategies which can raise the
achievement of all children, whilst safeguarding the inclusion of
others who are more vulnerable? What changes can a school make to
ensure high levels of inclusion as well as high levels of
achievement for all its children? Achievement and Inclusion in
Schools offers an up-to-date analysis of current issues, provides
practical guidance for practitioners and policy-makers, and will be
of interest to anyone passionate about inclusive education.
Originally published in 1991. This edited work consists of
contributions from practitioners in the field of school
improvement, development and advisory work. It is to help advisory
and support personnel understand the process of school improvement
and to explore the management and development of this work in the
context of changes brought about by legislation. The book is for
those who are concerned with developing the educational experiences
for all children through improving schools. This includes teachers
and all those with advisory roles: inspectors, advisers, advisory
teachers, educational psychologists, curriculum development
officers and external consultants.
**Winner of the nasen Special Educational Needs Academic Book award
2008** There is an enduring and widespread perception amongst
policy makers and practitioners that certain groups of children, in
particular those who find learning difficult, have a detrimental
effect on the achievement of other children. Challenging this basic
assumption, Achievement and Inclusion in Schools argues that high
levels of inclusion can be entirely compatible with high levels of
achievement and that combining the two is not only possible but
essential if all children are to have the opportunity to
participate fully in education. Packed with vivid case studies that
explore the benefits and tensions for children and schools, this
book sets out to answer the following questions: What is the nature
of the relationship between the inclusion of some children and the
achievement of all? Are there strategies which can raise the
achievement of all children, whilst safeguarding the inclusion of
others who are more vulnerable? What changes can a school make to
ensure high levels of inclusion as well as high levels of
achievement for all its children? Achievement and Inclusion in
Schools offers an up-to-date analysis of current issues, provides
practical guidance for practitioners and policy-makers, and will be
of interest to anyone passionate about inclusive education.
Contents: 1.Introduction: the Struggles for Reform Margaret McLaughlin and Martyn Rouse 2.Defining Difference: a Comparative Perspective on Legal and Policy Issues in Education Reform and Special Educational Needs Lani Florian and Diana Pullin 3.Standards and Curriculum: the Core of Educational Reform Margaret J. McLaughlin and Christina Tilstone 4.National Assessment and Special Education in the United States and England and Wales: Towards a Common System for All? Martyn Rouse, James G. Shriner and Lou Danielson 5.Educational Accountability and Students with Disabilities in the United States and in England and Wales Judy Sebba, Martha L. Thurlow and Margaret Goertz 6.Special Educational Needs Policy and Choice: Tensions Between Policy Development in the US and UK Contexts Cheryl Lange and Sheila Riddell 7.The Dying Governance of Education and Its Comparative Impact on Special Education in the United Kingdom and the United States Jennifer Evans and Michael M. Gerber 8.Funding of Special Education in the United States and England and Wales Tony Bowers and Tom Parrish
This book is about how special education policy and practice is
being negotiated within the context of educational reform in two
countries. The political climate of recent years in both Britain
and the USA led to many changes along similar lines, with a move
towards placing greater power and choice in the hands of those
individuals with special educational needs. Each chapter provides
an overview and comparative analysis of the origins and evolution
of specific educational reforms in the USA and the UK. The themes
explored include: providing parents with greater choice
decentralising decision making making the whole curriculum
available to all accountability funding the necessary changes.
Thoroughly updated to reflect the challenges of diversity in
today's schools, this new edition of Achievement and Inclusion in
Schools shows how high levels of inclusion can be entirely
compatible with high levels of achievement and that combining the
two is not only possible but also essential if all students are to
have the opportunity to participate fully in education. Each
chapter has been fully revised to reflect an understanding of
inclusion as being concerned with the learning and participation of
everyone in a changing education policy context. Based on new case
study research, this edition sets out to answer the following
questions: Are there strategies which can raise the achievement of
all students, while safeguarding the inclusion of others who are
more vulnerable? How can schools ensure high levels of inclusion as
well as high levels of achievement for everyone? How might research
into these matters be carried out? With new case studies in this
second edition that reflect the devolution of education policy in
the four countries of the UK, this book addresses concerns about
how schools can respond to differences between learners without
marginalising some of them. It offers guidance to practitioners as
well as those undertaking research on this important topic.
Thoroughly updated to reflect the challenges of diversity in
today's schools, this new edition of Achievement and Inclusion in
Schools shows how high levels of inclusion can be entirely
compatible with high levels of achievement and that combining the
two is not only possible but also essential if all students are to
have the opportunity to participate fully in education. Each
chapter has been fully revised to reflect an understanding of
inclusion as being concerned with the learning and participation of
everyone in a changing education policy context. Based on new case
study research, this edition sets out to answer the following
questions: Are there strategies which can raise the achievement of
all students, while safeguarding the inclusion of others who are
more vulnerable? How can schools ensure high levels of inclusion as
well as high levels of achievement for everyone? How might research
into these matters be carried out? With new case studies in this
second edition that reflect the devolution of education policy in
the four countries of the UK, this book addresses concerns about
how schools can respond to differences between learners without
marginalising some of them. It offers guidance to practitioners as
well as those undertaking research on this important topic.
Contains six case studies that address issues of inclusive
education or social inclusion in Kazakhstan, Kyrgyzstan, and
Tajikistan. The cases raise a number of questions relating to the
purpose and nature of schooling, about who should have access to
schools and how such access might be negotiated. These cases also
ask questions about the respective roles of policy, parents, civic
society, advocacy groups, professionals, NGOs, and government
agencies; how notions of disability are constructed in the region;
in which way does the Soviet legacy of "defectology" still inform
policy and practice today.
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