Exclusion from and within school : issues and solutions / Alison Kearney.
By: Kearney, Alison.Series: Studies in inclusive education (Sense Publishers): v. 14.Rotterdam : Sense, 2011Description: v, 122 pages ; 24 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9789460914973.Subject(s): INCLUSIVE EDUCATION | DISABILITY | NEW ZEALAND
|Item type||Current location||Collection||Call number||Copy number||Status||Date due||Barcode||Item holds|
|Book||IHC Library||Wellington Down Syndrome Association||420 KEA (Browse shelf)||Checked out||30/07/2019||W0012054|
|Book||IHC Library||Main Collection||420 KEA (Browse shelf)||2||Available||W0011702|
Includes bibliographical references (pages 115-122).
1. Setting the scene -- 2. What is exclusion? -- 3. A study of exclusion -- 4. How are disabled students excluded from and within school? -- 5. Why are disabled students excluded from and within school? -- 6. How can exclusion be reduced and eliminated?
As societies become more diverse, so too must they become more inclusive. In inclusive societies, all members, regardless of their ethnicity, religion, socio-economic status, ability or disability are valued and free to participate, and there is equity of access and reward. Schools have a powerful role to play in creating inclusive societies, and this begins with the notion of inclusive schools - schools were all children belong, where all children have a place, and where difference is a natural part of what it is to be a human being. Based on this understanding, many countries around the world are moving towards more inclusive education systems. However, working against inclusive education are forces of exclusion - factors that act to exclude and marginalize minority students from participation and learning at school. Therefore, in order to progress the principles and practices of inclusive education, an examination of the construct of exclusion is critical. This book examines the construct of exclusion, exploring how disabled students experience exclusion both from and within school and suggesting reasons why this occurs. Finally, key foci for change are proposed as platforms for interrogating, reducing and eliminating the forces of exclusion.