Education, Disability and Social Policy

Contents......Page 4
Acknowledgements......Page 5
Author biographies......Page 6
Preface......Page 12
Foreword......Page 13
Introduction......Page 16
From segregation to inclusion?......Page 22
Medicine, psychology and teaching......Page 27
Family, community and employment......Page 30
Conclusion......Page 32
Introduction......Page 38
Complex needs, divergent frameworks......Page 39
Section 1: The development of SEN law and policy......Page 41
Section 2: The development of care law and policy for disabled children and their families......Page 45
Section 3: Consequences of the legal tension......Page 51
Conclusion......Page 55
Introduction......Page 62
Ratify now......Page 63
A very inclusive notion of inclusion......Page 64
The dominance of ‘special educational needs’......Page 66
Towards a human rights-based approach to disabled children and education......Page 69
From SEN to Sen – employing a ‘capabilities approach’ to promote the human rights of disabled children......Page 70
Turning theory into practice – implementing a capabilities approach......Page 73
Inclusion is dead, long live inclusion......Page 76
Introduction......Page 80
Multi-agency working: do we have to use that term?......Page 81
Multi-agency jigsaw: composite expertise......Page 82
Warnock: Special educational needs......Page 84
Inclusive education......Page 86
Interagency reorganisation: Every Child Matters......Page 88
The story so far......Page 90
Constructing identities, positioning roles and knowledge......Page 91
Conclusion: ‘privilege cognisant’ professional to facilitate active becoming......Page 95
5 Disabled children’s ‘voice’ and experiences......Page 104
Background and cautions......Page 105
Some ethical issues in hearing the views of disabled children......Page 106
Sharing views – methods......Page 111
Findings from these methods......Page 113
Themes for ‘next generation’ voice......Page 114
Introduction......Page 120
A changing population of children (and future citizens) with disabilities and SEN and implications for family support......Page 124
Improving the life chances of disabled children and their families – definitions of partnership......Page 126
Family-focused interventions – the national policy context......Page 128
Parenting matters – creating resilient families and resilient children......Page 130
‘The next generation’ – listening to disabled children and young people......Page 131
An agenda of change: challenges and opportunities in current government policy......Page 133
Looking to the future – a ‘new relationship betweenparents, pupils and schools’......Page 137
Conclusion......Page 138
Introduction......Page 146
The UK higher education environment......Page 147
The profile of disabled students in higher education......Page 149
Disability and identity......Page 152
Disability and fitness to practise standards in teaching......Page 154
Disability and the dilemma of disclosure: a student case study......Page 156
So what has been achieved – and what remains to be done?......Page 158
Introduction......Page 162
Data on SEN......Page 163
Pupils with visual and hearing impairments......Page 165
Measuring attainment......Page 167
Defining assessment......Page 170
Conclusion......Page 172
Introduction......Page 176
Learning to be an inclusive teacher......Page 180
Failures in the name of inclusion......Page 186
Inclusion at work......Page 188
Suggested further reading......Page 192
Index......Page 196