http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
how children with special educational needs experience mainstream schools
Inclusion conjures images of children with special educational needs and disabilities (SEND) learning in classes alongside peers in a mainstream school. For pupils in the United Kingdom with high-level SEND, who have an Education, Health and Care Plan (formerly a Statement), this implies an everyday educational experience similar to that of their typically-developing classmates. Yet in vital respects, they are worlds apart. Based on the UK's largest observation study of pupils with high-level SEND, The Inclusion Illusion exposes how attendance at a mainstream school is no guarantee of receiving a mainstream education. Observations of nearly 1,500 lessons in English schools show that their everyday experience of school is characterized by separation and segregation. Furthermore, interviews with nearly 500 pupils, parents and school staff reveal the effect of this marginalization on the quality of their education. The way schools are organized and how classrooms are composed creates a form of 'structural exclusion' that preserves mainstream education for typically-developing pupils and justifies a diluted pedagogical offer for pupils with high-level SEND. Policymakers, not mainstream schools, are indicted over this state of affairs. This book prompts questions about what we think inclusion is and what it looks like. Ultimately, it suggests why a more authentic form of inclusion is needed, and how it might be achieved.
Includes bibliographical references (pages 106-114) and index.