Inclusion: The Dynamic Of School Development: The Dynamic of School DevelopmentInclusion: The Dynamic of School Development examines the dominant influence of the discourse of deviance on the history of education policy in the West during the twentieth century. The book concludes by articulating an alternative vision of the relationship between education and society for education policy, pedagogy and the curriculum. |
Contents
Chapter 1 Traditions of thinking about learning difficulties | 1 |
Chapter 2 Traditions of thinking about theory and evidence | 12 |
learning difficulties or learning potential? | 43 |
pupil ability or the presentation of the curriculum? | 84 |
a theoretical model | 112 |
| 128 | |
| 135 | |
Back cover | 141 |
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Common terms and phrases
ability groupings analysis approach articulated assessment behaviour child’s classroom concept conflict contrast coordinator’s cultural deficiencies defined definition deputy head described difficulties in learning disabled discourse of deviance discourse of inclusion diversity Down’s syndrome educational needs coordinator ethos evidence example field final find findings first flexible former boys former girls former special educational forms of provision GCSE headteacher identified in-class support inclusive schools individual pupil individual students influence influential initiatives issue learning coordinator learning difficulties members of staff ment merger National Curriculum organization perspective position practice pupils with difficulties reflected remedial responsibility role school development school’s Sealey Cove seen senior management team significant skills social sociological sociological paradigm special educational needs specific staff development strategies students with difficulties subject departments subject teachers suggest support teaching teaching and learning theoretical theory tion Tomlinson tradition Vygotsky Whilst whole school