Inclusive education: romantic, subversive or realistic?

Barton, Len

doi:10.1080/1360311970010301

Cited by 201 publications

(122 citation statements)

References 11 publications

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“…Whilst not seeking to ignore or negate these features of the environment in which teachers work, our purpose in this article is to focus on the view of transition (its opportunities and risks) that is revealed when the experiences of children and the perspectives of their teachers are examined in terms of two ways of thinking about inclusion. Barton (1997) argues that inclusive education must be characterised by institutional change or adaptation: Although he was not writing specifically about transition to school, Barton's argument seems equally (even particularly) applicable to the period when young children begin school. Each Primary 1 (P1) class offers an opportunity to establish a new and distinctive community of learners that is responsive to the diversity of experience and the preferences of its members in a way that will foster the inclusion of all in the educational project in which they will be compulsorily engaged for the seven years of primary school.…”

Section: Introductionmentioning

confidence: 99%

An Inclusive Perspective on Transition to Primary School

Stephen

Cope

2003

European Educational Research Journal

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Despite a commitment to inclusion and equality in the national priorities for school education in Scotland, the experience of children as they move from pre-school to primary school falls short of being an inclusive experience for all, and some children are at risk of becoming disengaged from education at the beginning of their school career. In this article, the process of transition to school is examined through the 'lens' of inclusion. The data comes from a study of the experience of 27 children during their first year in school. It was clear that teachers saw transition to school as a one-way process in which children had to 'fit in' to school, and did not see it as their task to respond to the diversity of children's preferences, previous experiences or background. It is argued that the teachers' approach is akin to adopting a medical or individual model of inclusion (locating the difficulties in the child) rather than a social model that looks for the source of difficulties in the mismatch between the environment and the child's needs. Adopting a social model allows for barriers to inclusion at the beginning of primary school to be identified and some of the barriers that children experience are explored, with illustrations from the data.

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Section: Introductionmentioning

confidence: 99%

An Inclusive Perspective on Transition to Primary School

Stephen

Cope

2003

European Educational Research Journal

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“…This has often been regarded as schools' failure to meet the diverse needs of pupils, manifesting itself in resignation and distress among teachers and pupils not achieving set targets. However, it might be questioned whether the inclusive school is anything more than a structural or organizational phenomenon resting upon political rhetoric with little or no anchorage in public policy (Barton, 1997;Emanuelsson, Haug, & Persson, 2005;Nilholm & Björck-Åkesson, 2007). This fragmentation of educational policymaking has excluded in particular the already vulnerable groups such as the disabled, ethnic minority students, and the socially disadvantaged segments of the population.…”

Section: Current Swedish Educational Policies and Their Contradictorymentioning

confidence: 99%

Ethnic Minority Pupils in Indonesian Schools: Some Trends in Over-Representation of Minority Pupils in Special Educational Programmes at the Vocational

Iskandar¹

2014

JMER

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The way categories, labels, and taxonomies are used depends upon national ideologies and nationally specific conceptions of citizenship and normality. Ethnicity, differences, disability and deviance are social constructions. Underachievement or overachievement in social (cognitive) performance or overrepresentation in special educational placements of certain groups of students is as much the product of categorisation or definitional processes as it is the workings of institutional procedures, patterns, and intransigence. In particular (Vocational), schools' inability to accommodate difference and diversity causes exclusion and alienation. Globalisation and hegemonic neo-liberal ideology make it difficult to create a genuinely inclusive society, to produce complete citizens, and to promote equity. This study analyses the placement of ethnic minority students in special education programmes. It begins with a review of empirical reports that problematise the phenomenon of overrepresentation of students with immigrant background in special schools for intellectually disabled students. The analysis that follows is conducted through the prism of a number of perspectives, including sociocultural/historical theory, the inclusive education movement, multicultural education, and critical pedagogical theories. While there is no evidence to suggest that such overrepresentation is nationwide, the phenomenon can be identified in large cities where there are concentrations of immigrants. Analysis demonstrates that the problem is related to, among other factors, unreliable assessment procedures and criteria for referral and placement; lack of culturally sensitive diagnostic tools; the static nature of tests, including embedded cultural bias; sociocultural problems, family factors, and language problems; lack of parental participation in decision-making; power differentials between parents and school authorities; institutional intransigence and prejudices; and large resource inequalities that run along lines of race and class.

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“…Por este motivo, la inclusión se va convirtiendo cada vez más en un movimiento de política social, que lucha contra la exclusión sufrida por determinados grupos humanos a causa de la discapacidad, pobreza, pertenencia a un grupo social minoritario, hablar una lengua diferente a la mayoritaria, etc. (Barton, 1997;Oliver, 1998;Vlachou, 1999). Dyson (2001) afirma a este respecto que actualmente la forma en que están siendo tratadas las necesidades educativas especiales impide resolver ciertos fracasos y desigualdades provenientes de las desventajas socioeconómicas o de otro tipo, al olvidarse que la educación en general y la educación de las necesidades educativas especiales en particular deben formar parte de un plan social y económico más amplio.…”

Section: Ser Y Sentirse Sordo En España Hoyunclassified

From Exclusion to Inclusion: Deaf and Hard-of-Hearing Students in the Spanish University

Torrijo

2008

EPAA

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The educational inclusion of disabled people constitutes one of the most relevant educational and pedagogical innovations in the past decades. This article analyses such inclusion at the university level choosing students with deafness as a representative and extrapolative sample. After specifying the main limitations and needs for this group of students, the study revises the solutions put forward by the current legislation and it details in depth, by way of a comparative study, the services provided now by the newly created University Services for the Integration of students with special educational needs. The study points out conclusively some proposals for the future?principles, strategies, services, resources?which may enable to attain an equalitarian society through an educational integration in this higher stage of education.

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Inclusive education: romantic, subversive or realistic?

Cited by 201 publications

References 11 publications

An Inclusive Perspective on Transition to Primary School

An Inclusive Perspective on Transition to Primary School

Ethnic Minority Pupils in Indonesian Schools: Some Trends in Over-Representation of Minority Pupils in Special Educational Programmes at the Vocational

From Exclusion to Inclusion: Deaf and Hard-of-Hearing Students in the Spanish University

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