In light of policy that requires mainstream schools to seek to include pupils with special educational needs, three British scholars of special education examine closely just how that aim can be achieved. They look at the various parts of the educational process and discuss the practicalities, the gap between policy and practice, a re- configured role for special schools, and how inclusion will develop beyond the classroom. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Current policy demands that mainstream schools seek to include pupils with special educational needs. This book takes a close look at how exactly this aim can be achieved by examining the various parts of the educational process. The book discusses:
the practicalities of inclusive education
the gap between inclusive policy and practice
a re-configured role for special schools
how the process of inclusion will develop beyond the classroom.
Individuals who have learning difficulties are increasingly finding their place in non-specialist schools. This book considers the ways in which society can continue to support the process of inclusion as full-time education leads on to employment and independent living. The text reflects current developments in thinking and practice, and brings together a broad range of expertise and experience - it brims with enthusiasm for a positive approach that leads on to practical success.
Recenzijos
'Overall, this is likely to prove a very useful sourcebook for a curriculum-orientated discussion of inclusion.' - Special Children
'... this book is an impressive contribution to a growing body of literature on inclusion. It clearly lives up to its title, in that it tackles practice-based issues in a combative and authoritative manner.' - British Journal of Educational Studies
Daugiau informacijos
Winner of Special Educational Needs Book Awards 1999.
Contributors Acknowledgements Foreword, Sally Beveridge
1. Pragmatism
not dogmatism: Promoting more inclusive practice, Lani Florian, Richard Rose,
Christina Tilstone Section 1: Inclusive Schooling
2. Inclusive Practice:
What? Why? And How? Lani Florian,
3. The Curriculum: A vehicle for inclusion
or a lever for exclusion? Richard Rose,
4. Personal and social development
for pupils with learning difficulties, Richard Byers,
5. Equal opportunities
and special education needs: Equity and inclusion, Liz Gerschel
6. Managing
Change, Jim Wolger,Section 2: Inclusive Learning
7. Including pupils:
Developing a partnership in learning, Richard Rose
8. Understanding
Challenging behaviour: pre-requisites to inclusion, Ted Cole
9. Promoting
inclusion through learning styles, Geoff Read
10. Individual and whole class
teaching, Claire MarvinSection 3: A Re-configured Role for Special Schools
11.Moving towards the mainstream: vision and reality, Christina Tilstone
12.
A wider role for special schools, Alan Wiltshire
13. Inclusion in national
standards, Allan Day,
14. Routes to inclusion,Jonathan Steele
15.
Multi-disciplinary schools, Penny Lacey,Section 4: Towards a More Inclusive
Life 16.Planned transition from education to employment for young people with
severe learning difficulties, Caroline Broomhead
17. Growing up - moving
on,Jan Tyne
18. Quality of life as a crirtical consideration in the
development of inclusive education for people with severe learning
difficulties, Christopher Robertson, Author Index Subject Index.
Lani Florian, Richard Rose, Christina Tilstone
