Alan Hodkinson Key Issues In Special Educational Needs And Inclusion PdfBy Stacy H. In and pdf 06.04.2021 at 19:37 10 min read
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- Key issues in special education
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- Key Issues in Special Educational Needs and Inclusion
Key issues in special education
The presentation and format are indeed user friendly and particularly suitable for use with undergraduates or in teacher training: each chapter begins with a summary, and extracts of legislative provisions appear in boxes, within the text. There are also numerous case studies thirteen in all which, at a later stage from chapter three, make way to highlighted 'Reader Reflection' sections.
The intention is clearly to make the text more palatable to student readers but this does run the risk of interrupting the flow of the main text. The entire volume, on the other hand, is clearly structured with three sections, nine chapters -an analytical overview of the entire concept of inclusion remaining the target throughout. These conflicting imperatives mean that I found some pages to be difficult to follow being both conceptually laden and logically structured and articulated -yet interrupted in several places by boxes, additional material, further legislative angles, etc.
The objectives of the authors are admirable and they set out to not just take an overview of current inclusion provisions, but to also encompass the various theoretical frameworks, to provide international axes for comparisons and to trace the entire history of SEN provisions. The relevance of such research may have been far greater for student teachers than that of a mere historical overview of legislation, however exhaustive this might be.
I was greatly looking forward to this chapter in a volume which sadly, apart from these few pages p , limits its scope strictly to United Kingdom legislation and practice -yet it disappoints by the randomness of the chosen case studies. While Australia and the United States of America seem appropriate examples to attempt parallels and comparisons with the British SEN framework, the other two examples chosen -Asian countries generally p and Uganda p -leave the reader perplexed, as these countries share little with Britain with regards to their definition and interpretation of the concept of 'inclusion'.
Issues of post-colonialism, as well as wildly differing socioeconomic priorities, render rather irrelevant several of the conceptual frameworks that the authors present quite appropriately at the start of the book p , particularly the systemic or holistic models. Without these conceptual points of reference, inclusion and special education have a far narrower meaning.
The issue of inclusion lacks substance in educational systems where education is neither compulsory, nor universal. Was there hence really much purpose -or much virtue -in attempting a comparison of inclusion provisions in the developing world?
Another conceptual weakness of the textbook is highlighted through this comparison between the five countries: while the distinction between 'Specific learning difficulties', 'Behavioural, emotional and social development needs' and 'Sensory needs' is very accurately explained from the onset in the text p , little attention is later paid to this subtlety.
In developing countries inclusion does refer mostly to addressing, in the mainstream classroom, the needs of students affected by disabilities -mostly sensory and physical.
In the Western World, the focus has however shifted radically over the last decade to include mild learning difficulties as well as behaviour difficulties, somewhat less complex issues that nonetheless fuel the majority of current debates on inclusion.
The analysis might have gained in impact by limiting its scope solely to learning needs and disabilities, still giving rise to a debate regarding best practices, particularly as the axis of investigation for the great majority of the textbook is exclusively the current status of inclusion provisions within the British Education System.
In doing so, the authors may have found it easier to address more up-to-date issues on inclusion and SEN provisions. Accommodating the needs of students with dyslexia, for example, or of a child with a hearing or sight impairment, in a mainstream classroom is now routine.
However, developments in case law occur daily in Britain and most developed countries as to the rights of children on the autistic spectrum, or learners affected by Attention-Deficit Hyperactivity Disorder, Social Emotional and Behavioural Difficulties, etc.
In addition, there is also developing case law as to the benefits and hurdles of a universal provision of services to such a diverse clientele. Gender differences, the uses and impacts of technology, peer perceptions of inclusion and peer support mechanisms, hybrid teaching and the transformation of what constitutes a classroom space, as well curriculum modification are but a few of the axes of investigation which might have been worth including.
Finally, even from a legislative point of view, this textbook lacks a genuinely detailed analysis of the effects the implementation of Every Child Matters legislation are having on the practice of inclusive education. A mere two pages p may indeed seem a very thin overview when one considers the ground breaking approach this Act has had on inclusive policies, both theoretically and pragmatically. By embracing the 'whole child' theoretical framework at a national legislative level and focusing interventions primarily on 'well being' or lack thereof, this piece of legislation has entirely restructured the construct of 'learning and behavioural difficulties'.
The Act has meant a rewording of child care and teaching for students with special needs, from what is lacking in a child's performance to, much more constructively, what must be provided -a radical shift that the authors perhaps failed to gauge. It is also, interestingly, for once a case of classroom practitioners and researchers in the field now leading reform at legislative level.
This remains a solid text, well researched and entirely laudable in its intentions, which must be presumed to be intending to facilitate speedy familiarisation with the history of inclusion and the legislation that surrounds it. However, as an Education PhD candidate having previously practised as a solicitor, I feel that while addressing two distinct audiences the student teacher and the law specialist it fails to fully deliver to either.
In this sense it sits firmly 'on the fence' and this will limit its readership. While it will undoubtedly appeal to History of Education faculties, it will be seen, sadly, as neither sufficiently up-to-date for the Law specialist particularly as it includes none of the wide ranging case law which has emanated from the legislation discussed , nor sufficiently grounded in classroom consideration for the undergraduate heading for the field.
Related Papers. By Maisarah Amran. By Sidiq Rachmat. By Peter Mayo. Review of the literature on individual education plans. By Garry Hornby. April 12 - Implementing Inclusive Education promo copy. By Meloney Trimmingham. Download pdf. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up.
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Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. Hodkinson Published Psychology. Understanding and engaging critically with the field of special educational needs and disability SEND is a difficult task. However, the new edition of this bestselling book continues to help students contextualize SEND in relation to historical, ideological and political developments as well as support them in developing a critical understanding of the complexities associated with inclusion.
Key Issues in Special Educational Needs and Inclusion
This chapter considers a historical account of the development of inclusion in England and the changes made to the education of children with SEND since the s. The chapter details the development of inclusive education, the complexity of defining inclusion, and what inclusion has come to mean in current practice. This historical account is considered alongside the development and dominance of the standards agenda.
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Table of contents. Please choose whether or not you want other users to be able to see on your profile that this library is a favorite of yours. Finding libraries that hold this item It would be very accessible to students who are relatively new to the theoretical aspects behind the idea or concept of inclusion' - ESCalate Read more You may have already requested this item.
Да мы уже пробовали, - задыхаясь, сказала Сьюзан, пытаясь хоть чем-то помочь шефу. - Он обесточен. - Вы оба настолько заврались, что в это даже трудно поверить. - Хейл сильнее сжал горло Сьюзан. - Если лифт обесточен, я отключу ТРАНСТЕКСТ и восстановлю подачу тока в лифт.
Разумеется. - Стратмора, похоже, удивило ее недоумение. - Мне пришлось его проинструктировать. - Проинструктировать. Относительно .
Если он сумеет реализовать свой замысел, это стократно компенсирует провал Попрыгунчика. Фонтейн пришел к выводу, что Стратмор в полном порядке, что он трудится на сто десять процентов, все так же хитер, умен и в высшей степени лоялен, впрочем - как. Лучшее, что мог сделать директор, - не мешать ему работать и наблюдать за тем, как коммандер творит свое чудо. Стратмор разработал план… и план этот Фонтейн не имел ни малейшего намерения срывать.
Терпение Стратмора иссякло. Он взорвался: - Сьюзан, выслушай .