Inclusive education policy in New Zealand: reality or ruse?

Kearney, Alison; Kane, Ruth

doi:10.1080/13603110500256145

Cited by 58 publications

(51 citation statements)

References 14 publications

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“…There is no clear inclusion policy in education despite governmental legislation and documents that advocate for the inclusion of disabled people (Higgins, MacArthur, and Rietvald 2006;Kearney and Kane 2006;Millar and Morton 2007), although there is a 'special' education policy that associates impairment and disability with negative representations of difference . Consequently, there seems to be no inclusive pedagogical place for recognitive injustices to be critiqued and challenged.…”

Section: Resultsmentioning

confidence: 97%

Including disabled children at school: is it really as simple as ‘a, c, d’?

Higgins¹,

MacArthur²,

Kelly

2009

International Journal of Inclusive Education

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This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who need both educational resources and recognition in inclusive classrooms. The authors propose, however, that the work of Fraser and Gale combines into a social justice strategy, which consists of three elements (agency, competency, and diversity, or 'a, c, d') that can lead to inclusion. When disabled children are provided with the opportunity to exercise their agency, demonstrate their competence, and transform and affirm notions of diversity, then inclusion is more likely to occur in the classroom. Data from two research projects are presented using this framework to illustrate this argument, and the proposed 'a, c, d' social justice strategy towards inclusion.

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Section: Resultsmentioning

confidence: 97%

Including disabled children at school: is it really as simple as ‘a, c, d’?

Higgins¹,

MacArthur²,

Kelly

2009

International Journal of Inclusive Education

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“…An effect of this, I would suggest, was that special school communities were, to some extent, deprived of the 'practical and institutionalised conditions for exercising capacities in a context of recognition and interaction' (Young, 1990, p. 55). The context in which the special school communities found themselves was not one of 'recognition and interaction'; rather, their position was increasingly compromised within the wider educational and social community to the point that their very presence came to be seen by some to represent the failure of inclusion and there were calls for their closure (Kearney & Kane, 2006;Wills, 2006;Gordon & Morton, 2008;Higgins et al, 2008;IHC, 2009;MacArthur, 2009;Matthews, 2009). It would be fair to argue that the preferred and supported policy position of inclusion that was implicit in SE2000, and the lack of any stated vision for the future of special schools in the policy, created a situation in which special school provision was constituted and positioned as the lesser educational option, a kind of school of last resort.…”

Section: Marginalisation: Special Schools On the Outsidementioning

confidence: 99%

Justice for All? Special Education 2000 and the Politics of Difference

McMenamin

2013

Policy Futures in Education

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In this article I will argue that New Zealand's Special Education 2000 (SE2000) policy demonstrates the way in which seemingly just and fair policies can lead to occurrences of injustice and unfairness towards some of those whom they impact. What this debate turns on is the justice of a policy which takes as its starting point the unquestioned premise that the educational needs of all disabled children and young people will be best served in local state-funded schools rather than in dayspecial schools and the legitimacy of the decisions and actions of policy makers and bureaucrats based on this premise. Drawing on Iris Marion Young's conceptions of justice and her notion of 'oppression' and 'domination' as two social conditions that define injustice, the author argues that SE2000 in its conception and enactment serves to perpetrate, rather than mitigate, injustice on some disabled children and young people and their families with respect to schooling options and choices.

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“…Although the bioecological and transactional models were crafted from research on early childhood development, they are applicable to pupils with SEN (Kearney & Kane, 2006;Reiter, 2003;MacDonald, 2003), including pupils with ASD (Odom et al, 2001), and are transferable across the lifespan (Renn, 2003). The bioecological model (Bronfenbrenner, 2004;Bronfenbrenner & Morris, 1998;Bronfenbrenner & Cecci, 1994) suggests that the interaction between the human organism and the social context is determined through the interaction of four main components: proximal processes, the person (e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Closeness of Fit: Towards an Ecomap for the Inclusion of Pupils with ASD in Mainstream Schools

Emam¹

2014

IES

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The number of pupils with autism spectrum disorder (ASD) who join mainstream schools in the UK has been increasing over the last decade. Given the difficulties in social and emotional understanding which these children have, their inclusion in schools is likely to be challenging. Their ASD-related manifestations, moreover, tend to allow for tensions to arise between them and the different systems of the school ecology. We examine the inclusion of these pupils from a developmental-systems perspective as articulated by the bio-ecological and the transactional models. Using data from a qualitative research project which explored the effect of autism-related difficulties in social and emotional understanding on the inclusion of 17 pupils with ASD the study describes the working dynamic of the arising tensions at the micro-system level. The study outlines an ecopmap of the nested structures at the micro-, meso-, exo-, macro-and chrono-systems which may facilitate or impede the children's inclusion.

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Inclusive education policy in New Zealand: reality or ruse?

Cited by 58 publications

References 14 publications

Including disabled children at school: is it really as simple as ‘a, c, d’?

Including disabled children at school: is it really as simple as ‘a, c, d’?

Justice for All? Special Education 2000 and the Politics of Difference

The Closeness of Fit: Towards an Ecomap for the Inclusion of Pupils with ASD in Mainstream Schools

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