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Inclusive Education: Readings and Reflections

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Titel: Inclusive Education: Readings and Reflections
Autor/en: Gary Thomas, Mark Vaughan

ISBN: 0335207243
EAN: 9780335207244
Sprache: Englisch.
OPEN UNIV PR

1. Juli 2004 - kartoniert - 242 Seiten

"Over the past centuries research and practice has supported the use of inclusive practices as opposed to segregation. Political events relating to equality for all have spurred these changes. This book provides a valuable journey of exploration into these processes that have brought us where we are today - slow but steady progress towards inclusive practices within mainstream schools." International Journal of Disability, Development and Education"Everyone believes in inclusion - or do they? This excellent new book takes readers on a compelling historical journey which explores the beliefs, the barriers, the evidence and the practice that surrounds the pursuit of a more inclusive education system. Historically 'the time never seems to have been right' for a fully inclusive education system in Great Britain. Perhaps the climate and context of the first decade of the 21st Century has the potential to make it the 'Age of Inclusion'. If so - this book will certainly help us to achieve this elusive goal."Tony Dessent, Luton Borough Council"Ten years after the Salamanca Statement, this book helpfully brings together a broad range of texts to stimulate all of us to reflect on the progress made towards more inclusive education. Particularly impressive is the way that Thomas and Vaughan locate discussion of inclusion in wider debates about the nature of society."Mel Ainscow, University of ManchesterThis book examines the key influences behind the moves towards inclusive education and inclusion in mainstream society. The first of its kind anywhere in the world, this seminal work features more than 50 extracts from key documents and classic texts, alongside illuminating commentaries by two experts in the field. Inclusive Education: Readings and Reflections demonstrates that moves to inclusion have come from many directions: research; the imperative for greater social justice; calls for civil rights; legislation that prohibits discrimination; original, distinctive projects started by imaginative educators; and the voices of those who have been through special education. These sources are marshalled and organised in this book. It is essential reading for students on a range of courses in inclusive education and special educational needs, and for anyone wishing to understand the development of inclusive education, including teachers, headteachers, educational psychologists, and parents.

CONTENTS
Series editors' preface
Preface
Acknowledgements
IntroductionPART I: The context - rights, participation, social justice

1 Thomas Paine: The rights of man
2 R.H. Tawney: Equality
3 John Rawls: A theory of justice
4 Martin Luther King - 'I have a dream'
5 Caroline Roaf and Hazel Bines: Needs, rights and opportunities
6 Sharon Rustemier: Social justice
7 David Hevey - Images of difference

PART II: Arguments and evidence against segregation -1960s to today

8 Erving Goffman: Asylums
9 L.M.Dunn: Special Education - Is Much of it Justifiable?
10 F.Christoplos & P.Renz: A critical examination of special education programs
11 R.A.Weatherley & M.Lipsky: Street level bureaucrats
12 Gerv Leyden: Psychologists and segregation
13 Will Swann: Psychology and special education
14 Tony Booth: Integration and participation in comprehensive schools
15 Sally Tomlinson: A Sociology of special education
16 Seamus Hegarty et al: Educating Pupils with Special Needs in the Ordinary School
17 ILEA: Educational Opportunities for All? (Fish Report)
18 Doug Biklen: Achieving the Complete School
19 Tony Dessent: Making the Ordinary School Special
20 L.Anderson & L.Pellicer: Synthesis of Research on Compensatory and Remedial Education
21 John O'Brien & Marsha Forest: Action for Inclusion
22 Sam Carson: Normalisation and portrayal of disabled people
23 Seamus Hegarty: Reviewing the literature on integration
24 Tom Hehir: Changing the Way We Think About Kids with Disabilities
25 Gary Thomas and Andrew Loxley: Medical models and metaphors
26 CSIE: Reasons against segregated schooling
27 Mike Oliver: Does Special Education Have a Role in the Twenty-First Century?PART III: Legislation, reports, statements

28 Public Law 94-142
29 Warnock Report
30 Education Acts 1944-2001
31 European Convention on Human Rights
32 UNESCO: The Salamanca Statement
33 UN Convention on the Rights of the Child
34 UNESCO: Inclusive Education on the Agenda
35 DfEE:Green Paper
36 IPPR: Alternative White Paper
37 British Psychological Society: Inclusive education -Position Paper
38 CSIE: The Inclusion Charter
39 Alison Wertheimer: Inclusive education - a framework for changePART IV: Inclusion in action

40 Linda Shaw and Marsha Forest: Ontario: from integration to inclusion
41 Mark Vaughan and Ann Shearer: Mainstreaming in Massachusetts
42 Richard Rieser and Micheline Mason: Disability equality in the classroom
43 Mark Vaughan: Kirsty Arrondelle - Early integration
44 Kenn Jupp: Everyone Belongs
45 Bishopswood School: Good practice transferred
46 Rick Rogers: Developing an inclusive policy for your school
47 Linda Jordan and Chris Goodey: Human Rights and School Change: The Newham story
48 Dorothy Lipsky: Inclusion across America
49 Gary Thomas et al: The Making of the Inclusive School
50 Sam Harris: A seven year sentence
51 Tony Booth and Mel Ainscow: Index for InclusionConclusion
References

Gary Thomas took up the post of chair in education at Birmingham in 2005. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education at the University of Leeds, at Oxford Brookes University, UWE and University College London his teaching and research have focused on inclusion, special education, and research methodology in education. He has received awards from the ESRC, the Nuffield Foundation, the Leverhulme Trust, the DfES, Barnardos, the Cadmean Trust, local authorities and a range of other organisations. Most of his funded research has been on inclusive or special education, though his Leverhulme Research Fellowship was awarded to examine the role of theory in education. He currently leads an ESRC thematic seminar competition in the Teaching and Learning Research Programme on the assessment of quality in educational research. He is the founding co-editor of a Taylor & Francis Carfax journal, the International Journal of Research and Method in Education and he is an editorial board member of the British Educational Research Journal.

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