Educational Inclusion in England: Origins, Perspectives and Current Directions

Autor/inn/en	Lauchlan, Fraser; Greig, Susan
Titel	Educational Inclusion in England: Origins, Perspectives and Current Directions
Quelle	In: Support for Learning, 30 (2015) 1, S.69-82 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
Schlagwörter	Foreign Countries; Inclusion; Mainstreaming; Disabilities; Politics of Education; Educational History; Student Placement; Student Attitudes; Parent Attitudes; Teacher Attitudes; Special Schools; Educational Quality; Student Rights; School Choice; Teacher Competencies; School Psychologists; School Personnel; Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Handicap; Behinderung; Educational policy; Bildungspolitik; History of education; Bildungsgeschichte; Schülerpraktikum; Schülerverhalten; Elternverhalten; Lehrerverhalten; Special school; Sonderschule; Quality of education; Bildungsqualität; Choice of school; Schulwahl; Lehrkunst; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpersonal; Rollen
Abstract	In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a "universalist" view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to "quality" in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists (EPs) and Special Educational Needs Coordinators (SENCos), is also examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01