Special Education Reformed

Inclusion - Beyond Rhetoric?
1. Auflage 1999
ISBN: 978-0-7507-0893-7
Verlag: Routledge

Buch, Englisch, 304 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 608 g

Brings together in one volume the perspectives of teachers, practitioners, researchers and important external bodies such as the LEA, and national organisations like the RNIB. Part of the New Millennium Series which takes stock of education now and predicts the shape of likely developments. The book asks leading authorities on Special Educational Needs to probe the issues currently topping the agenda, and to predict what will happen in SEN for the forseeable future. Useful for those working and training to work in special schools and mainstream schools.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Daniels, Harry

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Introduction SECTION 1 Values 1 Inclusion in Education: From Concepts, Values and Critique to Practice 2 In Search of a Working Concept of ‘Quality’: Control and the Consumer 3 Issues of Equity in Special Needs Education as Seen From the Perspective of Gender SECTION 2 Pedagogic Concerns 4 Evidence-Based Practice: How Will We Know What Works? An International Perspective 5 Questioning, Understanding and Supporting the Inclusive School 6 Reaching Out to All Learners: Some Opportunities and Challenges 7 Baseline Assessment: How Can It Help? 8 Transition: How Can It Be Improved? SECTION 3 Individuals and Groups: Learning Together 9 Multidisciplinary Work: Challenges and Possibilities 10 Supporting Collaborative Problem-Solving in Schools 11 School Support Services and School Improvement 12 Peer and Cross-Age Tutoring and Mentoring Schemes SECTION 4 Pressure Groups 13 Parents’ Organizations: Single Interest or Common Good? 14 Inclusion and the Role of the Voluntary Sector 15 Parents, Legislation and Inclusion

Über Autor(innen)

Harry Daniels is currently Professor of Special Education and Educational Psychology at the University of Birmingham where he is also Deputy Head of School (Research). His research interests include gender and attainment in junior schools, peer support for teachers, emotional and behavioural difficulty, and mental health. He has taught in mainstream and special schools and is president of the Association of Workers for Children with Emotional and Behavioural Difficulties and the European Association for Special Education.