Glazzard, Jonathan (2013) A critical interrogation of the contemporary discourses associated with inclusive education in England. Journal of Research in Special Educational Needs. ISSN 1471-3802Metadata only available from this repository.
This paper argues that the standards agenda works
in opposition to the inclusion agenda despite government rhetoric, which suggests that both agendas are complementary. The paper emphasises the need to embrace a broader understanding of what constitutes achievement in order to enable all learners to experience success. In developing this critique of recent and current policies of inclusion, the paper draws on earlier papers that have contributed to the debate. This paper argues that the current Code of Practice perpetuates a deﬁcit model of the child, which is largely at odds with notions of inclusion.
|Subjects:||L Education > L Education (General)|
|Schools:||School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Early Years Childhood Youth and Community Research
|Depositing User:||Jonathan Glazzard|
|Date Deposited:||22 May 2013 10:54|
|Last Modified:||06 Aug 2013 10:12|
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