Full Description
Like the first reader, this collection examines the grounds which are accepted for inclusion or exclusion of students, and looks at how appropriate support can be guaranteed for people who experience difficulties in learning, who are disabled or who experience social or other kinds of disability. This volume explores national and international contexts for educational practice and research and discusses practical, ethical and political issues which are relevant to undertaking that research. Part one covers issues facing local government and the consumers of educational services in the UK. Part two compares policy and practice in eleven different countries and part 3 discusses research which explores the issues of equality and diversity in education. This volume and her sister, Equality and Diversity in Education 1: Learning, Teaching and Managing in Schools are reraders for the Open University course, "Developing Inclusive Curricula: Equality and Diversity in Education" (E829). The two books in the series will appeal to teachers, non-teaching assistants and other school-based staff,parents,disabled people and those who have experienced difficulties in learning,social and health workers, and those working for voluntary organisations.
Contents
Introduction; I: National contexts for education in the 1990s; A: Educational communities and local government; A 1: 'Barnsley bashing'. Communities and schools in the 1990s; A 2: Local authorities in the 1990s. A county perspective: Kent; A 3: Opting into irrelevance; A 4: Local government reorganisation and its implications for educational equality; B: Educational consumers and legislation; B 5: Trends in law: fifteen years of education policy-making, 1979-94; B 6: From Bill to Act: the passing of the 1993 Education Act; B 7: Parents' perspectives: towards positive support for disabled children and those who experience difficulties in learning; B 8: The case for anti-discrimination legislation; II: Europe and beyond; 9: 'Appellation contrôlée': mixing and sorting in the French education system; 10: Early childhood services in Italy, Spain and the United Kingdom; 11: Parents and schooling in the European Union: a case study from Denmark and Germany; 12: Inclusive education in Spain and Greece; 13: Teacher unions, special education and Europe: a study in international policy-making; 14: Special educational provision from a Czech Republic perspective; 15: South and north: special educational provision in New Zealand, Britain and the United States; 16: Reforming special education in China; 17: The role of special education in a changing South Africa; III: Emancipatory research; 18: Accidental emancipatory action? The evolution of a project in which I learned how to work with shifting sands; 19: Geoffrey and Michelle: a review of the learning needs of two students with profound and multiple learning difficulties; 20: Personal and political: a feminist perspective on researching physical disability; 21: Music, sounds, braille and speech - a multi-media computer for blind people; 22: Cultural differences: Deaf and hearing researchers working together; 23: Inclusive education in Australia: policy development and research; 24: Exclusion and reintegration: policy and practice for junior pupils; 25: Special educational needs: from disciplinary to pedagogic research
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