Warnock 40 Years On: The Development of Special Educational Needs Since the Warnock Report and Implications for the Future PDF Download

Author: Geoff Lindsay
Publisher: Frontiers Media SA
ISBN: 2889635732
Category :
Languages : en
Pages : 202

View

Book Description

Author: Sue Soan
Publisher: McGraw-Hill Education (UK)
ISBN: 0335250408
Category : Education
Languages : en
Pages : 168

View

Book Description
“This book, co-authored by long time practitioners, brilliantly demonstrates that an inequitable, illiberal education system can be changed to become inclusive and equitable. With one part examining the system over the decades since the Warnock report, and a second part presenting policy and practice for a fairer system with an end to a SEND industry, it presents a state-maintained education system desperately in need of radical reform that can be renewed to serve all children and young people." Professor Sally Tomlinson, Emeritus Professor Goldsmiths at the University of London, UK, Honorary Fellow at the Department of Education, University of Oxford, UK “This book is a wake-up call to us all to the ‘liberation’ of our current system… it invit[es] active engagement in change through review and reflection… I would recommend this book to my teachers.” Dr Stella Scharinger, Primary School Executive Head Teacher, The Stour Academy Trust, UK "This is an important and imaginative book written by two experts whose writing is always both clear and engaging. It is both theoretically sound but also very practical. It deals with extremely important issues and deserves a wide readership." Professor Adrian Furnham, Professor of Psychology, Norwegian Business School, Norway “Dr Sue Soan and Prof Jeremy J Monsen have written what is undoubtedly one of the most thought-provoking books on inclusive education of our time. They have captured perfectly the evolution of the education system in England to date demonstrating how good intentions have too often failed to deliver good outcomes... No stone is left unturned by Sue and Jeremy. From teacher education and technology to teacher retention and the curriculum, excellent insights and ideas are provided in abundance. It is a book that is itself built on inclusive principles designed for a broad readership extending beyond educators and into the general public. This is a book that everybody should read at least once, and probably more than once.” Professor Adam Boddison, Chief Executive of the Association for Project Management, UK This book provides a critical overview of the development of the Special Educational Needs and Disabilities (SEND) ‘industry’ within the English state education system. It connects the work of earlier educational thinkers with the challenges faced by school leaders, teachers, parents, carers and policy makers today. Moving from separate systems towards a truly integrated and inclusive educational system, the authors explore which areas have been undervalued and why. Instead they encourage debate and the chance to explore new ideas away from the constant cycle of reforms without improvements. The book: • Proposes how to move beyond inclusion vs. exclusion • Provides guiding principles to create true equity within education • Analyses past and present issues in the sector across policy and practice Inclusive Education Theory and Policy is essential reading for anyone interested in building an education system that is for every child. It provides an incisive analysis of how to make SEND truly equitable and is relevant across all career stages. Sue Soan is Senior Lecturer at Canterbury Christ Church University, UK and the facilitator of the research group Action for Collaborative Transformation (ACT), which is working to improve collaborative practice across the statutory professions. Previously, Sue worked as a teacher and SENCo for over 25 years. Jeremy Monsen is Executive Principal Educational and Child Psychologist for the London boroughs of Westminster and Kensington and Chelsea. He is also Visiting Professor at the University of Strathclyde, UK, Lecturer (Honorary) to University College Lon

Author: Alan Hodkinson
Publisher: SAGE Publications Limited
ISBN: 1529672880
Category : Education
Languages : en
Pages : 197

View

Book Description
This fourth edition has been revised throughout to continue to support students in their learning of special educational needs and disability. This essential book provides students with a critical and up-to-date view of the sector through key issues and debates to deepen understanding around inclusion. New to this edition: - Revised further reading with videos and podcasts to support learning and research - Links to the new Green Paper, latest Code of Practice and legislation - Extensive updates and revisions to all chapters - New case studies, reader reflections, taking it further and student activities. Alan Hodkinson, Professor in the Centre for Cultural and Disability Studies at Liverpool Hope University.

Author: Tony Cline
Publisher: Taylor & Francis
ISBN: 100090329X
Category : Education
Languages : en
Pages : 289

View

Book Description
Now in its third edition, Educational Psychology offers a comprehensive overview of how key advances in social, developmental and cognitive psychology impact upon the role of educational psychologists working today. Written by leading researchers, the book also explores controversies and dilemmas in both research and practice, providing students with a balanced and cutting-edge introduction to both the field and the profession. Fully revised throughout, and with a new chapter exploring how educational psychologists work with schools to support children and young people’s mental health, this third edition aims to encourage students to integrate their understanding of core psychological disciplines, as well as to consider what ‘evidence-informed practice' really means. Organised into two broad sections related to learning and to social, emotional and mental health, the book features a selection of vignettes from educational psychologists working in a range of contexts, as well as tasks and scenarios to support a problem-orientated approach to study. By integrating both research and everyday practice, the book is unique in engaging a critical appreciation of both the possibilities and limitations of educational psychology. lt is the ideal book for any student wishing to engage with this important and evolving field of study.

Author: Philippa Gordon-Gould
Publisher: Taylor & Francis
ISBN: 1000845125
Category : Education
Languages : en
Pages : 166

View

Book Description
Inclusive Education at the Crossroads explores the short and long-term effectiveness of government plans to reform policy for special needs education, confronting difficult questions on policies about inclusion and suggesting alternative ways forward for achieving more effective education of children with special educational needs and disabilities (SEND). Inclusion has been a central concern for education systems globally for over three decades. However, has preoccupation with inclusion been at the expense of effective education for children with SEND? Where do policies for inclusion lead, and do they amount to the special education reform that is needed? What do the worldwide experiences of inclusion and special education reveal about how to improve the quality of education systems for all children in the future? How effective is provision for children with SEND today? Through this informative and topical book, Gordon-Gould and Hornby shine an interrogating spotlight on current provision for SEND and ask if current legislation and policy inadvertently reinforce problems; if they cause many children with SEND to fall short of their potential, as well as preventing many schools from improving their levels of overall academic attainment. Inclusive Education at the Crossroads provides theory and research for teachers, school leaders, governors, policy makers, researchers, parents, post graduate students and anyone seeking practical solutions to meeting the needs of pupils with SEND in any global context. It will encourage open debate about the essence of educational inclusion in order to stimulate creative thinking among all stakeholders.

Author: Danielle Lane
Publisher: Emerald Group Publishing
ISBN: 1804555088
Category : Education
Languages : en
Pages : 361

View

Book Description
At the midway point towards the United Nations (UN) Agenda 2030, this critical volume focuses on how a range of contextually diverse countries are progressing towards inclusive education. Contributors critically consider the current state of inclusive education in their own countries in relation to meeting the UN’s Agenda 2030 initiative and Sustainable Development Goal 4. The foundation is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars critique the history and status of inclusion in their respective contexts. In reference to local research, they explore the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and look towards the future of inclusive education. Chapters demonstrate how the continued call for a shift towards inclusive education in different countries is extremely complex and varies greatly within each international context. Attention is given to levers promoting inclusion through contextually appropriate international initiatives and the importance of the realignment of policies and practices if all countries are to achieve the 2030 UN’s education goal. Progress Toward Agenda 2030 serves to challenge all educational stakeholders to critically consider, analyze, and innovate policies and practices for inclusive education for all by 2030.

Author: Janice Wearmouth
Publisher: Taylor & Francis
ISBN: 1040000517
Category : Education
Languages : en
Pages : 204

View

Book Description
Exploring Social Justice in Practice in Education focuses on the tensions and challenges to issues of fairness and social and cognitive justice in the sphere of education. The terms ‘fairness’ and ‘social and cognitive justice’ are often used to justify particular policies and practices in the sphere of education. In providing a clear definition of what they should mean in practice, this book includes a discussion of, and, in some cases, potential resolutions to, tensions and challenges in relation to notions of fairness, and social and cognitive justice that are implicit within individuals’ lived experiences across all phases of education. Through their personal narratives, the authors illustrate how such tensions and challenges have played out in their own lives. They go on to explore differences in interpretations and consequent challenges in putting concepts of social justice into practice. Chapters consider important implications across different sectors and phases of education, including special educational needs, leadership and higher education. This insightful volume will enable educators, at all levels, to hear from students, family members, significant adults/carers and professionals, their experiences of fairness and social justice in education, and about what could be done in the future to redress injustices. It will appeal to readers at all levels in education including those studying for or teaching Education-related degrees at bachelors’, masters’ and doctoral levels.

Author: Ming-Tak Hue
Publisher: Routledge
ISBN: 1000582299
Category : Education
Languages : en
Pages : 288

View

Book Description
This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools. Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education. This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.

Author: Angela Hodgkins
Publisher: Critical Publishing
ISBN: 1915080274
Category : Young Adult Fiction
Languages : en
Pages : 204

View

Book Description
Strength-based practice is an optimistic and empowering approach that is becoming increasingly popular in the education sector from early years to middle years and youth services. This book helps those working with children and families embed this approach in their practice to make a positive difference to children's lives. Intended for students and practitioners working with children and families, this book provides a practical guide, demonstrating how to identify strengths in the most challenging of situations and offers an optimistic and empowering approach using a diverse range of case studies. It is also relevant for those involved in SEND and social work. The study of strength-based practice has been widely used in the health and social care sector and is becoming more popular within the educational sector, aiming to fill a gap in training for future practitioners working with children and families. Using case studies and reflective questions, this book marries the practical and theoretical, demonstrating how to apply this knowledge in a variety of settings.

Author: Rob Webster
Publisher: Routledge
ISBN: 0429791135
Category : Education
Languages : en
Pages : 123

View

Book Description
Marking the 40th anniversary of the Warnock Enquiry (1978) into special education in the UK and capturing the coverage of a public debate on special educational needs and disabilities (SEND) hosted by the University College London Institue of Education (2018), this volume explores the legacy of the Enquiry, considering how it has impacted on policy and practice relating to SEND and inclusion, and how it will continue to do so. Offering historical perspectives and drawing on professional and personal experiences, high-profile contributors, including practitioners, researchers, campaigners and parents, reflect on the approaches taken during the Warnock Enquiry and consider how successfully recommendations have been implemented. Reviewing conceptional and practical territory covered by the Warnock committee, and assessing the current state of the inclusion and education of young people with SEND in the UK, the text sets out broad, evidence-based principles for rethinking inclusive practice and explores topics including: the purposes, contribution and impacts of the Warnock Enquiry rights-based approaches to the education of children with SEND past and present dialogue between mainstream and specialist settings challenges faced by parents of children with SEND implications of the Enquiry for initial teacher training perceptions of SEND in the media the relevance of the Enquiry to policy and practice in the years ahead. This invaluable text will widen current debates by exploring how persistent problems relating to inclusion and the education of children and young people with SEND might be resolved. It is an essential read for researchers, educationalists, practitioners and families involved in the education of children with SEND.