The social development of children with severe learning difficulties: a case study of an inclusive education initiative between two primary schools in Oxfordshire, UK

By: Dew-Hughes, Denise.
Contributor(s): Blandford, Sonia.
Series: Down Syndrome Research and Practice 6 (1) 1999: 1-11.Publisher: 1999Content type: text Media type: unmediated Carrier type: volume Subject(s): EDUCATION | EDUCATIONAL SERVICES | EQUAL OPPORTUNITY | HUMAN RIGHTS | INCLUSIVE EDUCATION | INEQUALITY | LEARNING DIFFICULTIES | PRIMARY SCHOOL AGE | SOCIALISATION | STAFF ATTITUDESSummary: This case study of primary age children in two linked Oxfordshire schools investigated the contribution of staff attitudes and practices to inequalities in education, and contrasted the socialisation of children with similar learning difficulities in different educational placements. The study was engendered by experience of differences arising from education placement. The theoretical stance arose through reviewing previous work, predominantly the debate on inclusive education, and the wider issues of human rights and equal opportunities embedded in the social development of people with disabilities. The theoretical framework underpinning this study is established in some depth. [AJ].
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This case study of primary age children in two linked Oxfordshire schools investigated the contribution of staff attitudes and practices to inequalities in education, and contrasted the socialisation of children with similar learning difficulities in different educational placements. The study was engendered by experience of differences arising from education placement. The theoretical stance arose through reviewing previous work, predominantly the debate on inclusive education, and the wider issues of human rights and equal opportunities embedded in the social development of people with disabilities. The theoretical framework underpinning this study is established in some depth. [AJ].

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