‘What is considered good for everyone may not be good for children with Special Educational Needs and Disabilities’: teacher’s perspectives on inclusion in England-Reference-Cited by-同舟云学术

‘What is considered good for everyone may not be good for children with Special Educational Needs and Disabilities’: teacher’s perspectives on inclusion in England

Published:2020-05-31 Issue:6 Volume:49 Page:688-702
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Williams-Brown Zeta¹,Hodkinson Alan²

Affiliation:

1. Education Observatory, University of Wolverhampton, Wolverhampton, UK

2. Faculty of Liberal Arts, Education and Social Sciences, Liverpool Hope University, Liverpool, UK

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2020.1772845

Reference38 articles.

1. Reinventing ‘inclusion’: New Labour and the cultural politics of special education

2. A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority

3. Teachers' attitudes towards integration / inclusion: a review of the literature

4. Inclusive education: romantic, subversive or realistic?

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1. What helps young people at risk of exclusion to remain in high school? Using Q methodology to hear student voices;Pastoral Care in Education;2023-07-06

2. The death of the 2015 special educational needs code of practice – and the parable of the drowning man – should government have learnt lessons from listening to the voices of history, research and politicians? (Part I);Education 3-13;2023-06-27

3. How Teachers View Inclusion of Special Education Students: A Case From South Texas;International Journal of Educational Reform;2023-03-02

4. Once, twice, three times a failure: time to permanently scrap statutory reception baseline assessment in England?;Education 3-13;2022-11-21

5. A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education;Frontiers in Education;2022-10-06