Removing Barriers to Achievement: A Strategy for Inclusion or Exclusion?

Autor/in	Lloyd, Christine
Titel	Removing Barriers to Achievement: A Strategy for Inclusion or Exclusion?
Quelle	In: International Journal of Inclusive Education, 12 (2008) 2, S.221-236 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Student Needs; Disabilities; Educational Opportunities; Educational Experience; Barriers; Inclusive Schools; Mainstreaming; Equal Education; Special Needs Students; Student Participation; Educational Policy; Access to Education; Government Role; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungsangebot; Bildungschance; Bildungserfahrung; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Großbritannien
Abstract	Taking as its starting point a critique of policy for inclusion which I published 6 years ago after the publication of the Green Paper "Excellence for All Children; Meeting Special Educational Needs" (DfEE, 1997), the present paper presents a critical analysis of subsequent policy relating to the inclusion of children with Special Educational Needs (SEN) in the mainstream of education which claims to secure for them a genuinely equitable educational experience. The results of this analysis suggest that far from ensuring full participation as a right, the policy for inclusion can be seen to have done little to increase genuine access to the mainstream for these pupils and may well have even increased exclusionary practices therein. The paper focuses particularly on the potential of current government strategy, presented in "Removing Barriers to Achievement. The Government's Strategy for SEN" (2004), to drive forward and realize the inclusion agenda. This examination reveals that, as in previous policy, there is a failure to recognize the complex and controversial nature of inclusion; no attempt is made to address the exclusiveness of the curriculum, assessment procedures, and practices of mainstream provision and that the strategy is founded on notions of normalization, compensation and deficit approaches to SEN. The paper argues that there is a need to recognize that as long as policy is founded on the idea that inclusion into the mainstream of schooling, as it is currently conceived, and achievement measured against a set of norm related standards is the route to "good" education children with SEN will continue to be disadvantaged and to receive an inferior educational opportunity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10