This work addresses one of the greatest challenges faced by education in recent years - to adapt teaching practices in order to accommodate children with special needs. This book presents an analysis of these challenges, and reports on the ways in which schools are developing innovatory responses to them. It focuses on population, curriculum, role and expertise, and organization and change. It also re-evaluates the Warnock report, and looks at the history of integration of special needs pupils into mainstream schools.

New Directions in Special Needs: Innovations in Mainstream Schools (Special Needs in Ordinary Schools)

Clark, Catherine

Skidmore, David

Dyson, Alan

Millward, Alan

UNKNO

This work addresses one of the greatest challenges faced by education in recent years - to adapt teaching practices in order to accommodate children with special needs. This book presents an analysis of these challenges, and reports on the ways in which schools are developing innovatory responses to them. It then studies the implications of these for schools, in terms of classroom practice, professional development and the relationship of the school with its environment. It also looks at the history of the integration of special needs pupils into mainstream schools.

New Directions in Special Needs: Innovation in Mainstream Schools (Special Needs in Ordinary Schools)

Collaborating for Effectiveness: Empowering Schools to Be Inclusive

Book by Evans, Jennifer, Dyson, Alan, Wedell, Klaus

Education & Teaching

Evans, Jennifer

Lunt, Ingrid

Wedell, Klaus

Schools & Teaching

Open Univ Pr

Analyzes the current context within which schools are required to meet a diverse range of learning needs. The authors of this text draw on their research to illustrate the variety of collaborative arrangements which exist and make some recommendations for the future organization of schools and services to support a more inclusive education system. The text considers several questions including: is collaboration between schools an effective way of meeting a wide range of learning needs?; what types of collaboration are possible, and how useful are they?

Improving Schools, Developing Inclusion (Improving Learning)

While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusion should also touch upon issues of equity, participation, community, entitlement, compassion, respect for diversity and sustainability.  Here the highly regarded authors focus on:  barriers to participation and learning experienced by pupils the practices that can overcome these barriers the extent to which such practices facilitate improved learning outcomes how such practices can be encouraged and sustained within schools and LEAs. The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project.

Politics & Social Sciences

Ainscow, Mel

Booth, Tony

Social Sciences

Routledge

This book, for the first time ever, critically examines the role of full service and extended schools. The authors draw on their extensive international evaluations of this radical new phenomenon to ask: <ul>
<li>What do extended or full service schools hope to achieve, and why should services based on schools be any more effective than services operating from other community bases?</li> <li>What pattern of services and activities is most effective?</li> <li>What does extended schooling mean for children and families who are not highly disadvantaged, or for schools outside the most disadvantaged areas?</li> <li>How can schools lead extended services at the same time as doing their ‘day job’ of teaching children? </li> <li>Why should schools be concerned with family and community issues?</li> <li>Beyond the advocacy of ‘extended provision’, what real evidence is there that schools of this kind make a difference, and how can school leaders evaluate the impact of their work?</li>
</ul>
This book will be of interest to anyone involved in extended and full service school provision, as a practitioner, policy-maker, or researcher.

Beyond the School Gates

Cummings, Colleen

Todd, Liz

Developing Equitable Education Systems

Despite consistent improvements in the school systems of over recent years, there are still too many children who miss out. It is not only children from disadvantaged backgrounds attending hard-pressed urban schools that the system is failing - even in the most successful schools there are often groups of learners whose experience of schooling is less than equitable. As a result of their close involvement with a group of schools serving a predominantly working-class community over five years, the authors of this book offer an analysis of how marginalisation within schools can arise, and provide suggestions for responding to this crucial policy agenda. They propose a teacher-led inquiry strategy that has proved to be effective in moving forward thinking and practice within individual schools. However, their research has shown that using the same strategy for system change is problematic within a policy context that emphasises competition and choice. Learning from this experience, the authors analyse the factors that inhibit the collaborative approach needed to reduce inequities that exist between the schools, in order to formulate proposals that can move the system as a whole towards more equitable provision. In Developing Equitable Education Systems, the authors focus on the way teachers’ sense of ‘fairness’ can become a powerful starting point, helping individual schools to inquire into and develop their own practice and provision. They provide practical suggestions for practitioners about ways of working that can create a greater sense of equity within particular school contexts, and highlight the barriers to a wider strategy for reducing system inequities that reside in local and national policies and traditions. At a time when government policies in many countries move to extend the diversity of educational provision - for example, through the introduction of charter schools in the USA, free schools in Sweden and academies in England - the authors also include a set of recommendations that offer a timely warning against the fragmentation of school systems in the misguided belief that competition benefits all children. They suggest that a more sensible approach would be to avoid situations whereby the improvement of one school leads to a decline in the resources available to, and subsequently the performance of, others.

West, Mel

Goldrick, Sue

Schools and Special Needs: Issues of Innovation and Inclusion

In Schools and Special Needs, the authors provide a critical perspective on the dominant `inclusion′ model of special needs education, in terms of implementation in schools and effectiveness of pupil learning outcomes. They take issues with the major advocates of the inclusion model and argue that a different way of understanding special educational needs in mainstream schools is both possible and necessary. The authors, who are eminent in the special needs field, use up-to-date material to develop a new model for special education in schools.

Business & Money

Education & Reference

Sage Publications Ltd.

In Schools and Special Needs, the authors provide a critical perspective on the dominant 'inclusion' model of special needs education, in terms of implementation in schools and effectiveness of pupil learning outcomes. They take issues with the major advocates of the inclusion model and argue that a different way of understanding special educational needs in mainstream schools is both possible and necessary. The authors, who are eminent in the special needs field, use up-to-date material to develop a new model for special education in schools.

Education, Disadvantage and Place: Making the Local Matter

Cuts to education funding throughout the developed world are making it more important than ever that we understand the link between education, disadvantage, and place. This book is the first to focus in depth on area-based initiatives in the struggle for educational equality, bringing together a wide range of evidence on the effectiveness of past initiatives, identifying promising recent developments, and outlining innovative ways forward. Drawing on these findings, it offers guidance for local policy makers, educators, and social workers to help them actively respond to the complexities of place.

Raffo, Carlo

Kerr, Kirstin

Policy Press

See the best price to sell, buy, or rent books by Dyson, Alan. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Dyson, Alan

See the best price to sell, buy, or rent books by Dyson, Alan. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

New Directions in Special Needs: Innovations in Mainstream Schools (Special Needs in Ordinary Schools)

New Directions in Special Needs: Innovation in Mainstream Schools (Special Needs in Ordinary Schools)

Collaborating for Effectiveness: Empowering Schools to Be Inclusive

Collaborating for Effectiveness: Empowering Schools to Be Inclusive

Improving Schools, Developing Inclusion (Improving Learning)

Beyond the School Gates

Developing Equitable Education Systems

Schools and Special Needs: Issues of Innovation and Inclusion

Schools and Special Needs: Issues of Innovation and Inclusion

Education, Disadvantage and Place: Making the Local Matter