Inclusive education: a critical perspective

Lindsay, Geoff

doi:10.1111/1467-8527.00275

Cited by 221 publications

(165 citation statements)

References 25 publications

(23 reference statements)

Supporting

Mentioning

142

Contrasting

Unclassified

Order By: Relevance

“…The tension is recognised by Warnock (2005); she calls for the assumptions of the current educational framework to be reconsidered and argues that a concern to treat all learners in the same way, at the same time adequately meeting the needs arising from individual differences, carries an inherent danger of labelling learners in a way which devalues them. Warnock's reappraisal touches upon the tension between debates based on individuals' rights and evidence for the effectiveness of different provision (Lindsay, 2003). The former has been a major policy driver over recent years, with legislation developed to ensure rights to inclusive settings within the education system, characterised in…”

Section: Current Discourses Of Inclusive Educationmentioning

confidence: 99%

Disabled students in the performing arts – are we setting them up to succeed?

Band

Lindsay

Neelands

et al. 2011

International Journal of Inclusive Education

Self Cite

View full text Add to dashboard Cite

Original citation: Band, S.A., Lindsay, G., Neelands, J. and Freakley, V. (2011). Disabled students in the performing arts -are we setting them up to succeed? International Journal of Inclusive Education. 15(9), pp. 891-908. Permanent WRAP url:http://wrap.warwick.ac.uk/37602 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work of researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. AbstractProfessional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their performance. In this paper we consider three partnership programmes linking two theatre companies and one dance company with schools that provide high level mainstream training. The programmes were planned to offer paths to progression for disabled students, and we examine what the programmes have taught us about the characteristics of inclusive practice in drama and dance training that can set disabled students up to succeed.

show abstract

Section: Current Discourses Of Inclusive Educationmentioning

confidence: 99%

Disabled students in the performing arts – are we setting them up to succeed?

Band

Lindsay

Neelands

et al. 2011

International Journal of Inclusive Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…For example, children with severe and profound hearing loss will have substantial difficulties with language learning per se, as will children with specific speech and language difficulties (Lindsay and Dockrell, 2003), whereas children with substantial physical disabilities may have no language impairment. There is a need, therefore, to examine the general issue of inclusion of children with SEN into the MFL programme, and also issues concerning the particular needs of subgroups of children with SEN and the specific needs of individuals (Lindsay, 2003) …”

Section: Inclusion Special Needs and Equal Opportunitiesmentioning

confidence: 99%

Primary modern foreign languages: an overview of recent research, key issues and challenges for educational policy and practice

Hunt

Barnes

Powell

et al. 2005

Research Papers in Education

Self Cite

View full text Add to dashboard Cite

There has never been a UK-wide policy for primary modern foreign language provision.Scotland, which has for many years managed its educational affairs autonomously, introduced foreign languages into its primary schools over a decade ago. Wales has formulated its own primary and secondary curriculum with due respect for Welsh, tending to give greater priority to its national language than other languages. Northern Ireland, similarly, has had to take account of its indigenous language and has never developed a foreign language programme for young learners. Recent government documents relating to England (DfES 2002), however, have outlined an entitlement for all primary school children in England to learn a language by 2012. In order to achieve this the DfES has provided additional funding for 19 LEA-led Pathfinder projects to identify sustainable and replicable models. It is appropriate at this point to review the current situation in order to gauge progress and development. This article, written by a research team funded by the DfES to evaluate the Pathfinder projects, outlines the national and international research context, the current national context and the key issues and challenges facing these local education authorities.Keywords: primary modern foreign languages, early foreign language learning, 2 'A nation's fate will depend, in the end, on the quality of the education its children get in language'. (Comenius, 1630) National and international research context Age and L2 learningThere has been considerable research into the relevance of age in foreign language (L2) learning. The critical period hypothesis (CPH) which has given birth to the "younger the better" claim maintains that young children have a special instinctive capacity including both speech and morpho-syntactic development, that their brain has plasticity before it lateralises and that they can acquire L2 in similar ways to their mother tongue (L1). As a result, it is a common assertion by those promoting early foreign language learning 1 'It should be obvious that, given the conflicting evidence and contrasting viewpoints that still exist, parents, educational institutions or ministries of education should be exceedingly cautious about translating what they read about the CPH research into personal practice or public policy' (Scovel, 2000).(EFLL) that age is an important factor contributing to success at school due to this special capacity. Indeed, this argument is used regularly, for example, by elementary schools in the USA, to justify and advertise their foreign language programmes and has no doubt contributed to the rapid growth of such provision. For example, a survey by Rhodes and Branaman (1999) concluded that 31% of elementary schools there are offering some form of EFLL, an increase of 10% over the decade since the previous survey. However, researchers today are more critical about this hypothesis and recent publications advise caution about the CPH as a valid basis for early language learning policies:There remain, however, widely a...

show abstract

Section: įVadasunclassified

“…P. Graves, J. Tracy, 1998) konstatavo para doksą, jog segreguotoje aplinkoje, kur pedago gai yra specialiai parengti ugdyti protinę negalią turinčius mokinius, o vienam mokiniui skiria ma sąlygiškai daugiau lėšų, ugdytiniai nepasie kia geresnių ugdymo (-si) rezultatų nei į ben drojo lavinimo klases integruoti specialiųjų po reikių vaikai. G. Lindsay (2003) apžvelgė tyri mus, kuriuose nagrinėti kurčiųjų vaikų akade miniai pasiekimai: jie rodo, jog integruotai ug domų kurčių vaikų akademinės žinios yra ge resnės. Apibendrinę tyrimuose atskleistus mo kymo integruotoje ir segreguotoje ugdymo ap linkoje pranašumus, P. Graves, J. Tracy (1998) padarė išvadą, kad bendrojo lavinimo klasėse besiugdančių neįgalių mokinių pasiekimai to kie pat ar net aukštesni nei specialiosiose mo kyklose.…”

Section: įVadasunclassified

“…Tarsi siekiant išreikšti aukštesnę integracijos proceso kokybę ir intensyvumą, integracijos sąvoka pas taruoju metu keičiama inkliuzijos sąvoka, nors mokslinėje literatūroje sudėtinga aptikti vienin telį šių sąvokų skirtumo paaiškinimą (Lindsay, 2003).Galkienės teigimu (2000), integruotas ugdy mas vertingas tuo, kad sudaro natūralias sąlygas formuoti žmones, pajėgius kurti demokratinę vi suomenę. Pasak Brown ir kt.…”

unclassified

See 1 more Smart Citation

Skirtingo tipo mokyklų nežymiai sutrikusio intelekto mokinių akademiniai pasiekimai

Gevorgianienė¹,

Zaikauskas²

2007

ActPaed

View full text Add to dashboard Cite

ĮvadasNegalią turinčių mokinių integruotas ugdymas bendrojo lavinimo mokyklose mūsų šalyje, o tuo labiau užsienyje, jau tapo įprastu reiškiniu. Tarsi siekiant išreikšti aukštesnę integracijos proceso kokybę ir intensyvumą, integracijos sąvoka pas taruoju metu keičiama inkliuzijos sąvoka, nors mokslinėje literatūroje sudėtinga aptikti vienin telį šių sąvokų skirtumo paaiškinimą (Lindsay, 2003).Galkienės teigimu (2000), integruotas ugdy mas vertingas tuo, kad sudaro natūralias sąlygas formuoti žmones, pajėgius kurti demokratinę vi suomenę. Pasak Brown ir kt. (pgl. Graves, Tra cy, 1998) integracija į bendrojo lavinimo mo-158 kyklą leidžia kurti pliuralistinę visuomenę ir su daro neįgaliems mokiniams sąlygas natūralio mis situacijomis taikyti socialiai prasmingus ge bėjimus. Tyrimai rodo, kad viena svarbiausių sėk mingos integracijos prielaidų, svarbesnių ir už lėšas, -pedagogų nuostatos, nes būtent jie yra atsakingi už ugdymo programų įgyvendinimą

show abstract

Inclusive education: a critical perspective

Cited by 221 publications

References 25 publications

Disabled students in the performing arts – are we setting them up to succeed?

Disabled students in the performing arts – are we setting them up to succeed?

Primary modern foreign languages: an overview of recent research, key issues and challenges for educational policy and practice

Skirtingo tipo mokyklų nežymiai sutrikusio intelekto mokinių akademiniai pasiekimai

Contact Info

Product

Resources

About