2017
DOI: 10.1111/1467-8578.12181
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Inclusion: the role of special and mainstream schools

Abstract: For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusio… Show more

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Cited by 42 publications
(21 citation statements)
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“…In summary, Schuelka (2018) reviewed several studies of inclusion in action and cited the following obstacles as typical in all countries: inadequate funding, insufficient resources and facilities, lack of specialised school staff, inadequate teacher training, a rigid curriculum, and often an unsupportive school and district leadership. To these problems one must also add that a tension exists in several countries where an inclusion agenda tends to be up against an agenda that has a focus on maintaining high academic standards (Shaw, 2017).…”
Section: Obstacles To Inclusionmentioning
confidence: 99%
See 1 more Smart Citation
“…In summary, Schuelka (2018) reviewed several studies of inclusion in action and cited the following obstacles as typical in all countries: inadequate funding, insufficient resources and facilities, lack of specialised school staff, inadequate teacher training, a rigid curriculum, and often an unsupportive school and district leadership. To these problems one must also add that a tension exists in several countries where an inclusion agenda tends to be up against an agenda that has a focus on maintaining high academic standards (Shaw, 2017).…”
Section: Obstacles To Inclusionmentioning
confidence: 99%
“…The recommendation was later echoed by Forlin and Lian (2008) and Woo (2009) who advocated for more collaborative work between special education and mainstream teachers. One justification for maintaining special schools for specific disabilities, such as vision impairment, hearing impairment, autism, and intellectual disability, is to expand their roles as centres of expertise available to mainstream schools (Becher & Rao, 2012;Pearce, 2009;Shaw, 2017;UNESCO, 2017). The extent to which this is really occurring at the moment in Hong Kong is not known, but should be a focus for further investigation.…”
Section: Continuing Contribution Of Special Schoolsmentioning
confidence: 99%
“…Studies on the inclusion of marginalised groups in education are numerous, particularly in the area of pre-tertiary education. The following marginalised groups are discussed: children with special education needs (SEN) (Shaw, 2017), race and ethnic minorities (Curcic et al, 2014), immigrants (Cropley, 2017), religious minorities (Mirza and Meetoo, 2018), girls, particularly in developing countries, (Harper et al, 2018), the LGBTQIA community (lesbian, gay, bisexual, trans-gender/sexual, queer, intersex and asexual people) (White et al, 2018) and children from lower socio-economic backgrounds (Riessman and Miller, 2017).…”
Section: Neoliberalism and Inclusion: Conflicting Or Mutually Constitmentioning
confidence: 99%
“…This article presents the initial results of a study that was conducted to examine the contribution of a training program to increase the knowledge and self-efficacy of paraeducators (aides) working with students with ASD in elementary school inclusion classes. Most of the policy in the developed world adopted the approach to special education that advocates integrating children with special needs within regular education (Shaw, 2017). Following this trend, and following the Special Education Law (Knesset Israel, 1988) in Israel, which entitles equal rights for education of people with special needs, an additional amendment to the special education law (Knesset Israel, 2018) was added in 2018.…”
Section: Introductionmentioning
confidence: 99%