This book guide students through the challenging field of special educational needs and disability, offering essential support as they develop a critical and up-to-date understanding of the practical challenges and opportunities concerning inclusion.
This book guide students through the challenging field of special educational needs and disability, offering essential support as they develop a critical and up-to-date understanding of the practical challenges and opportunities concerning inclusion.
Alan Hodkinson was for many years a Special Educational Needs Coordinator (SENCo) and senior manager in the primary school sector. Currently, he is an Associate Professor, in the Centre for Culture and Disability Studies at Liverpool Hope University.
Inhaltsangabe
Section I: Contextualising Special Educational Needs and Disabilities (SEND) Chapter 1: Introduction Chapter 2: Principles of SEND: Theoretical perspectives Section II: Historical Perspectives of SEND and Inclusion Chapter 3: Disability: Explanatory beginnings Chapter 4: The development of SEND: From benevolent humanitarianism to the halfway house of integration Chapter 5: The emergence of inclusive education: From humble beginnings Section III: Operationalising SEND and Inclusion Chapter 6: Current legislation governing SEND and inclusion Chapter 7: Multi-agency working Chapter 8: International perspectives on SEND and inclusive education Chapter 9: Conclusions
Section I: Contextualising Special Educational Needs and Disabilities (SEND) Chapter 1: Introduction Chapter 2: Principles of SEND: Theoretical perspectives Section II: Historical Perspectives of SEND and Inclusion Chapter 3: Disability: Explanatory beginnings Chapter 4: The development of SEND: From benevolent humanitarianism to the halfway house of integration Chapter 5: The emergence of inclusive education: From humble beginnings Section III: Operationalising SEND and Inclusion Chapter 6: Current legislation governing SEND and inclusion Chapter 7: Multi-agency working Chapter 8: International perspectives on SEND and inclusive education Chapter 9: Conclusions
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