Making Space in the Standards Agenda: Developing Inclusive Practices in Schools

Dyson, Alan; Gallannaugh, Frances; Millward, Alan

doi:10.2304/eerj.2003.2.2.3

Cited by 24 publications

(19 citation statements)

References 11 publications

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“…It remains to be seen whether such services survive the progressive scaling back of local authority resources and responsibilities and the shift towards special school-based outreach services. In relation to the second of these challenges the tension between what has been termed the 'standards agenda' and inclusion, which has been comprehensively analysed by Dyson, Gallannaugh and Millward (2003), appears to continue undiminished. The reliance on 'market forces' as a vehicle for school improvement, which appears to be at the centre of current Government initiatives, risks further increasing this tension.…”

Section: Discussion: Lessons For Local Authorities?mentioning

confidence: 99%

Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

Whitaker¹

2007

British J Special Edu

102

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Relatively little research has focused on parental perceptions and experience of educational provision in mainstream settings for children and young people with autism. Much of that which has been undertaken (and certainly that which is most widely cited) has tended to rely on samples which may not be sufficiently representative. In the study reported here, Philip Whitaker, of the Children and Young People's Service in Northamptonshire sought the views of every parent or carer of a child with an autistic spectrum condition living within one English county. Almost half the parents of the 350 children attending mainstream schools responded to a questionnaire exploring their experiences, views, attitudes and levels of satisfaction. The analysis looks at the differences and similarities between the experiences and views of the ‘satisfied’ and ‘dissatisfied’ groups of parents. Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools’ responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools’ role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming.

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Section: Discussion: Lessons For Local Authorities?mentioning

confidence: 99%

Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

Whitaker¹

2007

British J Special Edu

102

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“…Another way the individual student perspective is acknowledged in this work is in the discussion of student responses to the current standards movement in the UK (Dyson, Gallannaugh, & Millward, 2002). The accountability movement in this nation compels practitioners and students to achieve certain outcomes.…”

Section: Tensions Between An Individual V a Community Focus Ainscowmentioning

confidence: 99%

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

139

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In theory, inclusive education is about all students and focuses on student presence, participation, acceptance, and achievement. In practice, inclusive education is multiplicity of discourses and practices. Historically, inclusive education is situated within waves of evolution.The first wave saw the establishment of general rights for children with disabilities, but some children-especially those with behavioral problems and severe intellectual disabilitiesremained unrecognized outsiders in schools and school communities. Subsequent waves of inclusive education have had differential impacts in developed and developing countries.A review of primarily U.S. and British inclusive education research at the school and classroom levels identified four shortcomings: inclusive education theory has outpaced its practice; inclusive education research ignores the influences of globalization forces; inclusive education theorization lacks conceptual clarity; and a substantial gap between the views of learning that informs research conducted either at the classroom level or the school level. In addition, views of learning in classroom and school based studies rely on different theoretical stipulations. Lack of cross-fertilization between classroom-and school-based inclusive education research is a missed opportunity for enriching this emerging knowledge base. Recommended is a re-mediation in the relationship between researchers and their work with theories that offer a systematic understanding of the cultural and political nature of learning. Learning in Inclusive Education Research 3Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative AgendaInclusive education is a highly visible yet contentious notion in contemporary education reform due to conceptual, historical, and pragmatic reasons. From a conceptual perspective, the definition of inclusion is still debated, ranging from physical placement in general education classrooms to the transformation of entire educational systems. However, inclusive education tends to be defined in many professional and popular contexts as merely the placement of a student with disabilities in mainstream programs alongside nondisabled individuals. But even when inclusion is defined in such simplistic terms, the evidence suggests where a student with disabilities is educated has important correlates. For instance, a study of 11,000 students in the U.S. shows that students with disabilities who spend more time in general education classrooms tend to be absent less, perform closer to grade level than their peers in pull-out settings, and have higher achievement test scores (Blackorby et al., 2005). On the other hand, in the same study students with disabilities generally perform more poorly than their same grade peers without disabilities. In particular, unlike students with learning and sensory disabilities, students with mental retardation and autism cluster around the low end of standardized achievement tests.While some differences in outcomes...

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“…Others have explored the impact of managerialism on performativity (March 2006) and how target setting and league tables have shifted the focus of control from the state to the individual organisation (Gewirtz, Ball, and Bowe 1995;Solomon and Lewin 2016). Such control has become embedded within educational institutions (Keddie 2013) in which the culture of performativity has limited professional autonomy and individual creativity (Mahony, Menter, and Hextall 2004) and educational standards (Dyson, Gallannaugh, and Millward 2003).…”

Section: The Performativity Of Policy Makingmentioning

confidence: 99%

‘Same old story, just a different policy’: race and policy making in higher education in the UK

Bhopal

Pitkin

2020

Race Ethnicity and Education

113

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Evidence suggests that Black and minority ethnic (BME) students and staff continue to be disadvantaged in higher education institutions (HEIs) in the UK. Policy making has been introduced to specifically address such inequalities. This article draws on critical policy analysis and 45 interviews to explore the impact of the recently introduced Race Equality Charter (REC) as a measure to address such inequalities. By using principles of Critical Race Theory (CRT), we argue that racism continues to play a key role in the experiences of BME groups in HEIs and policy making. Consequently, the enactment of policy making on race through the REC works to benefit HEIs by adhering to White normative practices and behaviours which contribute to a system which reinforces and perpetuates White privilege.

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Making Space in the Standards Agenda: Developing Inclusive Practices in Schools

Abstract: In spite of the focus on inclusive education

Cited by 24 publications

References 11 publications

Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

‘Same old story, just a different policy’: race and policy making in higher education in the UK

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