NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
It Goes without Saying: How the Neoliberal Agenda Is Endangering Inclusive Education
Peer reviewed Peer reviewed
Direct linkDirect link
Potter, Sophie – FORUM: for promoting 3-19 comprehensive education, 2022
The UK education system is becoming increasingly dominated by exclusive economic and political ideology. The neoliberal agenda marketises young people and encourages them to take part in a competitive system. The rise of multi-academy trusts (MATs) further exacerbates an already inequitable system in which young people with special education needs…
Descriptors: Neoliberalism, Inclusion, Barriers, Special Education
Pedagogies for the 'Dis-Engaged': Diverse Experiences of the Young People's Arts Award Programme
Peer reviewed Peer reviewed
Direct linkDirect link
Howard, Frances – International Journal of Art & Design Education, 2020
Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme -- the young people's Arts Award, which is a nationally recognised qualification for young people aged 11-25. I…
Descriptors: Art Education, Awards, Teaching Methods, Foreign Countries
Martin Buber's Concept of Inclusion as a Critique of Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Veck, Wayne – International Journal of Inclusive Education, 2013
Martin Buber offers an account of a tendency towards polarisation in responses to the perplexing question of inclusion in education. On the one hand, the educator can be identified as one who includes what is present and becoming within individual young people in isolation from the world. On the other hand, the educator can be recognised as one…
Descriptors: Inclusion, Criticism, Special Education, Classification
Mandatory Accreditation for Special Educational Needs Co-Ordinators: Biopolitics, Neoliberal Managerialism and the Deleuzo-Guattarian "War Machine"
Peer reviewed Peer reviewed
Direct linkDirect link
Done, Elizabeth J.; Murphy, Mike; Knowler, Helen – Journal of Education Policy, 2015
Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational…
Descriptors: Accreditation (Institutions), Special Needs Students, Action Research, Neoliberalism
Teachers Performing Gender and Belonging: A Case Study of How SENCOs Narrate Inclusion Identities
Peer reviewed Peer reviewed
Direct linkDirect link
Woolhouse, Clare – Gender and Education, 2015
This paper investigates how the narratives Special Educational Needs Co-ordinators (SENCOs) tell can be framed as social, discursive practices and performances of identity by analysing accounts offered in focus groups and life history interviews. I explore how the narratives deployed demonstrate an engagement with a rhetoric about who works in…
Descriptors: Inclusion, Special Needs Students, Coordinators, Focus Groups
Time to End the Bias towards Inclusive Education?
Peer reviewed Peer reviewed
Direct linkDirect link
Runswick-Cole, Katherine – British Journal of Special Education, 2011
The UK coalition Government's call to end the "bias" towards inclusion represents a shift in "policy speak" as the new administration attempts to re-narrate special education by putting forward a "reasonable and sensible" solution to the "problem of inclusion". However, implicit in the call is the assumption…
Descriptors: Social Change, Inclusion, Educational Policy, Accessibility (for Disabled)