Schools and Special Needs
Autor Alan Dyson, Alan Millwarden Limba Engleză Paperback – 14 dec 2000
In Schools and Special Needs, the authors provide a critical perspective on the dominant `inclusion' model of special needs education, in terms of implementation in schools and effectiveness of pupil learning outcomes. They take issue with the major advocates of the inclusion model and argue that a different way of understanding special educational needs in mainstream schools is both possible and necessary.
The authors, who are eminent in the special needs field, use up-to-date material to develop a new model for special- education in schools.
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Specificații
ISBN-13: 9780761964421
ISBN-10: 0761964428
Pagini: 228
Ilustrații: black & white illustrations
Dimensiuni: 156 x 234 x 12 mm
Greutate: 0.35 kg
Ediția:First Edition
Editura: Paul Chapman Publishing
Locul publicării:London, United Kingdom
ISBN-10: 0761964428
Pagini: 228
Ilustrații: black & white illustrations
Dimensiuni: 156 x 234 x 12 mm
Greutate: 0.35 kg
Ediția:First Edition
Editura: Paul Chapman Publishing
Locul publicării:London, United Kingdom
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Cuprins
Inclusion in an English Context
Inclusion, Special Education and Schools as Organizations
Lakeside Community College
Serving the Whole Community
St Joseph's RC Comprehensive School
Releasing the Students' Potential
Moorgate School
The Comprehensive Ideal
Seaview Comprehensive School
Change and Conflict
Common Themes
Explaining Ambiguity
Competing Theories
Dilemmas, Contradictions and Dialectics in Responding to Diversity
Beyond Inclusion?
Inclusion, Special Education and Schools as Organizations
Lakeside Community College
Serving the Whole Community
St Joseph's RC Comprehensive School
Releasing the Students' Potential
Moorgate School
The Comprehensive Ideal
Seaview Comprehensive School
Change and Conflict
Common Themes
Explaining Ambiguity
Competing Theories
Dilemmas, Contradictions and Dialectics in Responding to Diversity
Beyond Inclusion?
Descriere
In Schools and Special Needs, the authors provide a critical perspective on the dominant `inclusion' model of special needs education, in terms of implementation in schools and effectiveness of pupil learning outcomes. They take issues with the major advocates of the inclusion model and argue that a different way of understanding special educational needs in mainstream schools is both possible and necessary. The authors, who are eminent in the special needs field, use up-to-date material to develop a new model for special education in schools.