Addressing Tensions and Dilemmas in Inclusive Education
Námskeið
- HMB1510 Hugmyndafræði og stefnur.
Ensk lýsing:
Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved.
This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice.
Lýsing:
Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved.
This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice.
Annað
- Höfundur: Brahm Norwich
- Útgáfa:1
- Útgáfudagur: 2013-07-18
- Blaðsíður: 200
- Hægt að prenta út 2 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9781136309779
- Print ISBN: 9780415528474
- ISBN 10: 1136309772
Efnisyfirlit
- Cover Page
- Half Title page
- Title Page
- Copyright Page
- Contents
- Acknowledgements
- Setting the Agenda
- Introduction and context of the book
- Theoretical concerns about inclusive education
- Practical concerns about inclusive education
- Book rationale and core ideas
- Basic stance taken in this book
- Organisation of the book
- Special Educational Needs, Barriers and Disability
- Introduction
- Special educational needs: its original purposes and ambiguity
- Special educational needs: its uses and critiques
- Individual versus social perspective dichotomy
- Medical versus social models of disability
- Individual and social models of learning
- Critique of the ‘social model'
- The range of social approaches
- Concluding comments
- Classification and Identification of Special Educational Needs or Disability in Education
- Introduction
- Different national models
- The concept of ‘special educational needs' in English practice
- Arguments against current use of SEN term
- Perpetuating negative labelling
- Separatist industry
- As poorly defined super-category
- Relationship between SEN and wider group of ‘vulnerable' children
- Fit with disability legislation
- Labelling: positive or negative
- Learner categories: real or socially constructed
- Dilemmas in identification
- A teaching based bio-psycho-social model
- Inclusive Curriculum Issues
- Introduction
- Current curriculum issues
- Curriculum tensions and incompatibilities
- Educational, social and philosophical tensions
- Common versus differentiated curriculum
- Curriculum resolutions
- Universal design
- Inclusive Pedagogy
- Recent moves to inclusive teaching or pedagogy
- The concept of inclusive pedagogy
- Does inclusive pedagogy require specialist pedagogy?
- How useful is the concept of inclusive pedagogy or teaching?
- Practical issues in inclusive pedagogy or teaching
- Integrating a general difference and individual differences model of pedagogy
- Specialised pedagogy and continua of pedagogic strategies
- Concluding comments and example
- Inclusive Schooling
- Introduction
- Origins and significance of inclusion
- Inclusive education and schooling: issues and tensions
- Debates about inclusion
- Stretch in the language of inclusive schooling
- Specialisation of schools
- Within school specialisation or differentiation
- Multidimensionality and recent challenges to inclusive schooling
- Continued protection of the purity of inclusion
- Concluding comments
- Parents and Children Participation, partnerships and preferences
- Introduction
- The views and experiences of children with difficulties and disabilities
- Participation in practice
- Limits to participation and tensions between participation and protection
- Concepts of parental partnership
- Parent partnership and perspectives in practice
- Tensions and dilemmas in parental perspectives
- Choice-equity dilemma in education provision for children with disabilities and difficulties
- Concluding comments
- Philosophical and Research Issues
- Introduction
- Conceptions of inclusion
- A right to inclusion: a human right?
- Special educational needs: what went wrong?
- The promise of a capability approach
- Researching inclusive education
- Inclusive education research methodologies
- Concluding comments
- Conclusions
- Introduction
- Central position
- Addressing tensions and dilemmas in inclusive education
- Models of disability
- Identification and categories
- Curriculum
- Pedagogy
- Schooling
- Participation, partnership and preference
- Philosophical aspects
- Concluding commentary
- References
- Index
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