"Talking Up and Talking Down": The Presentation of Educational Need in an Age of Inclusive Education Policy Reforms

Autor/in	Tait, Brenda Liston
Titel	"Talking Up and Talking Down": The Presentation of Educational Need in an Age of Inclusive Education Policy Reforms
Quelle	In: International Journal of Inclusive Education, 17 (2013) 6, S.555-570 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2012.693545
Schlagwörter	Educational Policy; Educational Change; Inclusion; Educational Needs; Foreign Countries; Pediatrics; Health Services; Disabilities; Child Development; Barriers; Social Integration; Social Theories; Chronic Illness; Discourse Analysis; Classification; Hospitals; Hospitalized Children; Australia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsreform; Inklusion; Educational need; Bildungsbedarf; Ausland; Klinische Sozialpädiatrie; Health service; Gesundheitsdienst; Gesundheitswesen; Handicap; Behinderung; Kindesentwicklung; Soziale Integration; Gesellschaftstheorie; Chronic disease; Chronische Krankheit; Diskursanalyse; Classification system; Klassifikation; Klassifikationssystem; Krankengymnast; Krankenhaus; Australien
Abstract	This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the "work" of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities--including those with long-term health conditions--within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10