Inclusive and Special Education in the English Educational System: Historical Perspectives, Recent Developments and Future Challenges

Autor/in	Hodkinson, Alan
Titel	Inclusive and Special Education in the English Educational System: Historical Perspectives, Recent Developments and Future Challenges
Quelle	In: British Journal of Special Education, 37 (2010) 2, S.61-67 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Educational Needs; Inclusive Schools; Disabilities; Foreign Countries; Educational Policy; Special Education; Educational History; Special Needs Students; Student Attitudes; Teacher Attitudes; Parent Attitudes; Educational Change; United Kingdom (England) + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Inclusive school; Integrative Schule; Handicap; Behinderung; Ausland; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; History of education; Bildungsgeschichte; Sonderpädagogischer Förderbedarf; Schülerverhalten; Lehrerverhalten; Elternverhalten; Bildungsreform
Abstract	Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision for the education of children with special educational needs and disabilities that is supported by straightforward, co-ordinated and well-resourced policies. If educational policy is to achieve an inclusive consciousness, it must ensure that the views of children, their families and educational professionals are listened to, and that inclusion is by the choice of the pupils and their parents and not by compulsion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10