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Despite the efforts that have been made to bring about improvements
in schools, some children and young people remain marginal by
current arrangements. The development of more inclusive schools
remains one of the biggest challenges facing education systems
throughout the world. However, inclusion remains a complex and
controversial issue, and the development of inclusive practices in
schools is not well understood.
Improving Schools, Developing Inclusion uses evidence from in-depth
research to provide new insights as to how this important agenda
should be addressed. The authors challenge many existing
assumptions about school improvement and educational reform, and
propose that the development of inclusive practices will only be
achieved by engaging in dialogue about the deeply held beliefs of
teachers and policy makers. In so doing, they provide a new way of
thinking about how schools can be made more inclusive.
The approach to inclusive development recommended in the book has
major implications for policy and practice in the field. It looks
at:
- Implications for the work of school leaders
- How staff teams work can together in order to address barriers to
participation and learning
- How schools can collect and use evidence in order to strengthen
their practices
- The sorts of critical and alternative perspectives to which
schools need access
- The implications for relationships between schools, local
authorities and researchers
At a time when policy-makers and practitioners are searching for
more effective ways of responding to student diversity, this
challenging book offers powerful messages as to what needs to be
done to move schools in a more inclusivedirection.
Despite the efforts that have been made to bring about improvements
in schools, some children and young people remain marginal by
current arrangements. The development of more inclusive schools
remains one of the biggest challenges facing education systems
throughout the world. However, inclusion remains a complex and
controversial issue, and the development of inclusive practices in
schools is not well understood.
Improving Schools, Developing Inclusion uses evidence from in-depth
research to provide new insights as to how this important agenda
should be addressed. The authors challenge many existing
assumptions about school improvement and educational reform, and
propose that the development of inclusive practices will only be
achieved by engaging in dialogue about the deeply held beliefs of
teachers and policy makers. In so doing, they provide a new way of
thinking about how schools can be made more inclusive.
The approach to inclusive development recommended in the book has
major implications for policy and practice in the field. It looks
at:
- Implications for the work of school leaders
- How staff teams work can together in order to address barriers to
participation and learning
- How schools can collect and use evidence in order to strengthen
their practices
- The sorts of critical and alternative perspectives to which
schools need access
- The implications for relationships between schools, local
authorities and researchers
At a time when policy-makers and practitioners are searching for
more effective ways of responding to student diversity, this
challenging book offers powerful messages as to what needs to be
done to move schools in a more inclusivedirection.
Inclusion concerns the overcoming of barriers to learning and participation for all, regardless of ability or disability, and is now a central tenet of basic education policy globally. Increasingly, teachers need to be able to implement inclusion into their daily practice. This book stems from its contributors' shared attitude towards education based on the values of equity, entitlement, community, participation and diversity, and examines the ways in which teachers are prepared for inclusion in teacher education institutions as much as schools. Using examples of practice from schools and teaching institutions across the UK, Norway, New Zealand and the USA, the contributors use a valuable comparative approach to explore crucial questions, such as: · How are ideas and practices of inclusive schools reflected in the curriculum of teacher education? · What tools do teachers need to implement inclusion? · What are the policy and cultural contexts for the development of inclusion? · How are the barriers to learning and participation overcome in teacher education itself? This book provides an insightful analysis of whether inclusion is an achievable aim for the 21st century. Its international array of experienced contributors have put together a text that offers a distinct pedagogical focus, which makes it a key reference tool for academics, students and researchers everywhere.
Inclusion concerns the overcoming of barriers to learning and participation for all, regardless of ability or disability, and is now a central tenet of basic education policy globally. Increasingly, teachers need to be able to implement inclusion into their daily practice. This book stems from its contributors' shared attitude towards education based on the values of equity, entitlement, community, participation and diversity, and examines the ways in which teachers are prepared for inclusion in teacher education institutions as much as schools. Using examples of practice from schools and teaching institutions across the UK, Norway, New Zealand and the USA, the contributors use a valuable comparative approach to explore crucial questions, such as: · How are ideas and practices of inclusive schools reflected in the curriculum of teacher education? · What tools do teachers need to implement inclusion? · What are the policy and cultural contexts for the development of inclusion? · How are the barriers to learning and participation overcome in teacher education itself? This book provides an insightful analysis of whether inclusion is an achievable aim for the 21st century. Its international array of experienced contributors have put together a text that offers a distinct pedagogical focus, which makes it a key reference tool for academics, students and researchers everywhere.
The emphasis in this book shifts to the coordination of practice
into schools, regional and national policies and the power and
interest groups concerned with educational difficulties and
disability. In the opening section the authors review the location
of power in the systems; the impact of Local Management of Schools,
case studies of Union policy, the National Curriculum Council and
voluntary societies. They then look at one threatened element of
the power structure - the local education authorities. They examine
the features of local authority policy and attempt to systematise
local policy. The experience of families is examined in their
relationships with professionals, particularly during the
preparation of Statements of Special Educational Need. This is
followed by sections on services for under-fives, integrating
education and the authors provide examples of changing school
policies and the practices that have arisen from them; supporting
the learning of all pupils in primary and secondary schools,
changing the role of special schools, ensuring that girls and boys
are provided with equal opportunities, writing a development plan
and the experience of a teacher with a disability. They then
examine policies and practices in education after school and finish
with theories of integration and disability.
First published in 1981. Routledge is an imprint of Taylor and
Francis, an informa company.
They can make a start by recognising and accepting difference in
their students and by providing curricula that are accessible to
all. This volume portrays attempts to alleviate difficlties in
learning across the curriculum, in history, mathematics, poetry and
science, and explores ways of supporting children with
disabilities. It examines how approaches to reducing difficulties
have changed in the last decade, looking at the experience of
children and young people under pressure: children who are bullied;
young people affected by HIV and AIDS; youth `trainees' and
children in `care'. There is a final section on basic methods of
research into educational practice.
"Policies for Diversity in Education" is the second volume in the
"Learning for All" series published by Routledge. The emphasis here
is on the coordination of practice in schools, regional and
national policies, and the power and interest groups concerned with
educational difficulties and disabilities. Beginning with a review
of the location of power in the systems--including government
bodies, voluntary societies, and the unions--it moves to focus on
one threatened element of that power structure, the local education
authority. Using case material, "Policies for Diversity in
Education," explores the experience of families in their
relationships with professionals, and looks at examples of changing
school policies and the practices that have arisen from them. The
final sections offer an important forum for discussion on policies
and practices in education after school, and on theories of
integration and disability.
This reader, one of two texts developed for use in courses on
special education needs, offers a new approach to learning and
teaching by portraying a coherent picture of the lives of
individuals and the ways in which their experience of education can
be improved.
"Learning for All" is a series of two books which describe and
promote an education system that is responsive to the diversity of
all students, irrespective of their gender, race, background, level
of attainment, abilities or disabilities. The books focus on the
education of children and young people who experience difficulties
in learning or who have disabilities. They emphasize the inclusion
and participation of pupils within a comprehensive system of
British primary and secondary schools, in attaining an education
system that recognizes, accepts, and provides for diversity.
"Curricula for Diversity in Education" is about educational
practice and some of the children and young adults whose concerns
must be considered in developing that practice. Emphasizing
collaborative learning strategies, it explores and challenges the
nature of learning within Britain's National Curriculum, looking
across the curriculum at ways of including diversityin science,
history, mathematics and poetry. As the move toward educational
diversity grows, so the needs of pupils and the roles of teachers
change.
The authors examine the issue of support teaching in detail,
looking particularly at examples of work with bilingual students,
children of transient families, deaf children, and the
microtechnology developed to support student learning. The book
also focuses on groups of children and young people who attract
special concern, such as children who are bullied and young people
affected by HIV and AIDS. The final section takes a step back to
look at issues and methods of basic research, describing and
reflecting on experience and educational practice.
Contains a collection of brief case studies of children, families,
professionals, curricula and schools which illustrate and
illuminate contemporary methods in special education.
In this comparative study, an international team of researchers
from eight countries develop case-studies which explore the
processes of inclusion and exclusion within a school or group of
schools in a local and national context. The book's topics include
classroom observation and students' experiences of the school day,
and it contains interviews with staff, students, parents and school
governors. Through a juxtaposition of the case-studies and
commentaries on them, differences of perspective within and between
countries are revealed and analyzed. The book draws attention to
the problems of translation of practice across cultures. The
editors start from an assumption of diversity of perspective which,
like the diversity of students within schools, can be viewed as
problematic or as a resource to be recognized and celebrated.
Artist Tony Both worked in Liverpool during the early 1960s, just
around the corner from The Cavern Club and close to the Beatles'
manager Brian Epstein's office in Whitechapel. Tony's work caught
Epstein's eye, and he would go on to produce posters, printed
leaflets and a wide variety of publicity and display materials for
Epstein's artists, most notably for a young four-piece beat combo
called the Beatles. Alongside his work for Epstein, Tony produced
hand-painted gig posters for many promoters, including Sam Leach,
Allan Williams and The Cavern Club's DJ Bob Wooler, who also
promoted many of the big events. Tony's original posters now fetch
a considerable sum of money, and The Beatles in Posters features
these as well as exact replicas of those that have been lost to
time. This is the first book of its type and is a must-buy for all
fans of the Fab Four and the Merseybeat scene.
On 1 June 1939 His Majesty's Submarine Thetis sank in Liverpool Bay
while on her diving trials. Her loss is still the worst peacetime
submarine disaster the Royal Navy has yet faced when ninety-nine
men drowned or slowly suffocated during their last fifty hours of
life. The disaster became an international media event, mainly
because the trapped souls aboard were so near to being saved after
they managed to raise her stern about 18ft above sea level. Still
the Royal Navy-led rescue operation failed to find the submarine
for many hours, only to rescue four of all those trapped. Very
little is known about what actually happened, as the only
comprehensive book written on the subject was published in 1958.
Many years have now passed since the Thetis and her men died, for
which no one was held to be ultimately accountable. However, a
great deal of unpublished information has come to light in archives
throughout the United Kingdom and beyond. After four years of
painstaking research Thetis; The Slow Death of a Submarine explores
in minute detail a more rounded picture of what really happened
before, during and after her tragic loss. In doing so Tony Booth's
book also takes a fresh look at culpability and explores some of
the alleged conspiracy theories that surrounded her demise. The
result is the first definitive account what happened to HMS Thetis
- and her men - a fitting tribute, as the seventieth anniversary of
her loss will be on 1 June 2009.
On mid-Summer's Day 1919 the interned German Grand Fleet was
scuttled by their crews at Scapa Flow in the Orkney Islands despite
a Royal Navy guard force. Greatly embarrassed, the Admiralty
nevertheless confidently stated that none of the ships would ever
be recovered. Had it not been for the drive and ingenuity of one
man there is indeed every possibility that they would still be
resting on the sea bottom today.Cox's Navy tells the incredible
true story of Ernest Cox, a Wolverhampton-born scrap merchant, who,
despite having no previous experience, led the biggest salvage
operation in history to recover the ships. The 28,000 ton
Hindenberg was the largest ship ever salvaged. Not knowing the
boundaries enabled Cox to apply solid common sense and brilliant
improvisation, changing forever marine salvage practice during
peace and war.
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