9780750708920

Special Education Reformed: Inclusion - Beyond Rhetoric?

by ;
  • ISBN13:

    9780750708920

  • ISBN10:

    0750708921

  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 1999-12-01
  • Publisher: RoutledgeFalmer

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
List Price: $67.95 Save up to $6.79
  • Rent Book $61.16
    Add to Cart Free Shipping

    TERM
    PRICE
    DUE

Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Rental copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Summary

In this volume, a respected group of researchers and practitioners, who share concerns for equity and excellence in education, write about their thoughts and concerns for the future of special needs education.

Author Biography

Mel Ainscow is Professor and Dean of the Research and Graduate School in the Faculty of Education, University of Manchester. Angela Creese researches and teaches at the Institute of Education. Harry Daniels is Professor of Special Education and Educational Psychology at the University of Birmingham, where he is also Deputy Head of School (Research). Lesley Dee is a lecturer in Inclusive Education at the School of Education, University of Cambridge. Alan Dyson is Professor of Special Needs Education, Co-Director of the Special Needs Research Centre and Director for Research in the Department of Education, University of Newcastle upon Tyne. Peter Evans completed his PhD in mental handicap at the University of Manchester after taking a degree in psychology and anthropology at the University of London. In 1989 he moved to the OECD in Paris, France. Valerie Hey is a senior researcher in the academic group Culture, Communication and Societies, Institute of Education, University of London. Jesper Holst is working as Associate Professor at the Royal Danish School of Educational Studies. Penny Lacey is a lecturer at the University of Birmingham. Diana Leonard is Professor of Sociology of Gender and Education and Director of the Centre for Research and Education on Gender at the Institute of Education, University of London. Geoff Lindsay is Director of the Psychology and Special Needs Research Unit, Institute of Education, University of Warwick. Francis Mallon has worked with the Birmingham Education Department since 1977, and has been a principal psychologist since 1986. He is currently undertaking doctoral research. Jane Martin is a research fellow in the School of Education at the University of Birmingham. Olga Miller is UK Development Officer: Services for Children and Young People with Multiple Disabilities for the Royal National Institute for the Blind and Research Associate at the Institute of Education: University of London. Brahm Norwich is Professor of Special Needs Education at the Institute of Education, London University. Katy Simmons is the co-ordinator of IPSEA (The Independent Panel for Special Education Advice), a national advocacy group which advises parents of children with special educational needs. Marjorie Smith is an educational psychologist in the London borough of Newham. Paul Timmins is a professional and academic tutor to the professional training course in educational psychology in the School of Education at the University of Birmingham. He also works as a senior educational psychologist in Solihull LEA.

Table of Contents

List of figures and tables
ix
Introduction 1(2)
SECTION 1 Values 3(64)
Inclusion in Education: From Concepts, Values and Critique to Practice
5(26)
Brahm Norwich
In Search of a Working Concept of `Quality': Control and the Consumer
31(16)
Jesper Holst
Issues of Equity in Special Needs Education as Seen From the Perspective of Gender
47(20)
Harry Daniels
Valerie Hey
Diana Leonard
Marjorie Smith
SECTION 2 Pedagogic Concerns 67(88)
Evidence-Based Practice: How Will We Know What Works? An International Perspective
69(16)
Peter Evans
Questioning, Understanding and Supporting the Inclusive School
85(16)
Alan Dyson
Reaching Out to All Learners: Some Opportunities and Challenges
101(22)
Mel Ainscow
Baseline Assessment: How Can It Help?
123(15)
Geoff Lindsay
Transition: How Can It Be Improved?
138(17)
Lesley Dee
SECTION 3 Individuals and Groups: Learning Together 155(68)
Multidisciplinary Work: Challenges and Possibilities
157(16)
Penny Lacey
Supporting Collaborative Problem-Solving in Schools
173(14)
Harry Daniels
Angela Creese
Brahm Norwich
School Support Services and School Improvement
187(17)
Paul Timmins
Peer and Cross-Age Tutoring and Mentoring Schemes
204(19)
Francis Mallon
SECTION 4 Pressure Groups 223(45)
Parents' Organizations: Single Interest or Common Good?
225(16)
Jane Martin
Inclusion and the Role of the Voluntary Sector
241(14)
Olga Miller
Parents, Legislation and Inclusion
255(13)
Katy Simmons
Notes on Contributors 268(5)
Index 273

Rewards Program

Write a Review