Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis

Autor/inn/en	Knight, Cathryn; Crick, Tom
Titel	Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
Quelle	In: ECNU Review of Education, 5 (2022) 2, S.258-283 (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Knight, Cathryn) ORCID (Crick, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/20965311211039858
Schlagwörter	Foreign Countries; Inclusion; Educational Policy; Educational Practices; Educational History; Educational Change; Curriculum Development; Student Diversity; Students with Disabilities; Documentation; Student Needs; Standards; Instruction; Leadership; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Politics of education; Bildungspolitik; Bildungspraxis; History of education; Bildungsgeschichte; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Dokumentation; Standard; Teaching process; Unterrichtsprozess; Führung; Führungsposition
Abstract	Purpose: This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales, United Kingdom. Wales is currently undergoing the most significant changes to its education system since political devolution from the U.K. Government in 1999. Key to these changes is the new Curriculum for Wales and the Additional Learning Needs (ALN) regulations; alongside these and wider system-level reforms, there is an ambition to create an inclusive education system in Wales. This paper explores how inclusion is articulated and communicated within the key policy and guidance documents, using two continuums--"practice" and "values"--to map and interpret these documents. Design/Approach/Methods: This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales. Findings: The analysis reveals that despite a foregrounded commitment to inclusion, there is disparity both within and between the policy and guidance documents. Originality/Value: The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales, providing insight into the emerging national education system reforms, as well as developing an approach for evaluating inclusive education systems in other jurisdictions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01