Exclusion from and Within School [electronic resource] : Issues and Solutions /
Kearney, Alison.author.
As societies become more diverse, so too must they become more inclusive. In inclusive societies, all members, regardless of their ethnicity, religion, socio-economic status, ability or disability are valued and free to participate, and there is equity of access and reward. Schools have a powerful role to play in creating inclusive societies, and this begins with the notion of inclusive schools - schools were all children belong, where all children have a place, and where difference is a natural part of what it is to be a human being. Based on this understanding, many countries around the world are moving towards more inclusive education systems. However, working against inclusive education are forces of exclusion – factors that act to exclude and marginalize minority students from participation and learning at school. Therefore, in order to progress the principles and practices of inclusive education, an examination of the construct of exclusion is critical. Important questions to be interrogated if inclusive education is to be a reality are: What is exclusion? Why does it occur? How can it be reduced and eliminated? This book critically examines the construct of exclusion, exploring how disabled students experience exclusion both from and within school and suggesting reasons why this occurs. Finally, key foci for change are proposed as platforms for interrogating, reducing and eliminating the forces of exclusion.
Description based upon print version of record.
""Exclusion from and Within School""; ""TABLE OF CONTENTS""; ""CHAPTER 1: SETTING THE SCENE ""; ""INTRODUCTION""; ""CONTEXT""; ""Special Education""; ""Inclusive Education""; ""Human Rights and Inclusive Education""; ""Social Justice and Inclusive Education""; ""The Disability Movement and Inclusive Education""; ""SUMMARY""; ""NOTES""; ""CHAPTER 2: WHAT IS EXCLUSION? ""; ""UNPACKING THE CONSTRUCT OF EXCLUSION""; ""WHAT PURPOSE DOES EXCLUSION SERVE?""; ""HOW DO EDUCATION SYSTEMS CONTRIBUTE TO THIS PURPOSE?""; ""Market Model Systems""; ""Protection of Majorities""; ""Disability Discourses""
""The Notion of Difference"" ""The Language of Exclusion""; ""The Curriculum""; ""Low Teacher Expectations""; ""Teacher Attitudes and Beliefs""; ""Teacher Education and Professional Development""; ""The School Principal""; ""School Culture""; ""Bullying""; ""Teacher Aides/Paraprofessionals""; ""WHAT ARE THE EFFECTS OF EXCLUSION?""; ""SUMMARY""; ""CHAPTER 3: A STUDY OF EXCLUSION ""; ""INTRODUCTION""; ""DESCRIPTION OF THE RESEARCH â€? PHASE ONE""; ""Research Population and Sample""; ""Data Gathering Tools""; ""DESCRIPTION OF THE RESEARCH â€? PHASE TWO""; ""Research Population and Sample""
""Data Gathering Tools"" ""RESULTS: PHASE ONE PARENT QUESTIONNAIRE ""; ""Abuse and/or Bullying""; ""Teacher Knowledge and Understanding""; ""Enrollment and Attendance at School""; ""Curriculum Access and Participation""; ""Physical Segregation""; ""Communication""; ""Funding""; ""The Value Placed on the Child""; ""Phase One Parent Questionnaire Summary""; ""RESULTS: PHASE ONE PARENT INTERVIEWS""; ""Knowledge and Understanding of Professionals""; ""Curriculum Access and Participation""; ""Teacher and Principal Behaviour Towards Parents""; ""Enrollment, Attendance and Segregation""
""Abuse and/or Bullying""""Caring and Valuing of Child""; ""Funding""; ""Phase One Parent Interview Summary""; ""RESULTS: PHASE TWO SCHOOL PRINCIPAL QUESTIONNAIRE""; ""Knowledge and Understanding of Professionals""; ""Curriculum Access and Participation""; ""Behaviour towards Parents""; ""Enrollment, Attendance and Segregation""; ""Abuse and/or Bullying""; ""Caring and Valuing of Child""; ""Funding""; ""Teacher Aides""; ""Phase Two School Principal Questionnaire Summary""; ""RESULTS: PHASE TWO SCHOOL PRINCIPAL INTERVIEW""; ""Knowledge and Understanding of Professionals""
""Curriculum Access and Participation""""Teacher and Principal Behaviour Towards Parents""; ""Enrollment, Attendance and Segregation""; ""Abuse and/or Bullying""; ""Caring and Valuing of Child""; ""Funding""; ""Teacher Aides""; ""Phase Two School Principal Interview Summary""; ""NOTES""; ""CHAPTER 4: HOW ARE DISABLED STUDENTS EXCLUDED FROM AND WITHIN SCHOOL ""; ""INTRODUCTION""; ""Enrollment and Full-time Attendance at School""; ""Teacher Knowledge and Understanding""; ""Curriculum Access and Participation""; ""Bullying""; ""Beliefs and Practices in Relation to Funding""
""Valuing, Caring and Being Responsible for Disabled Students""
Includes bibliographical references.
As societies become more diverse, so too must they become more inclusive. In inclusive societies, all members, regardless of their ethnicity, religion, socio-economic status, ability or disability are valued and free to participate, and there is equity of access and reward. Schools have a powerful role to play in creating inclusive societies, and this begins with the notion of inclusive schools - schools were all children belong, where all children have a place, and where difference is a natural part of what it is to be a human being. Based on this understanding, many countries around the world are moving towards more inclusive education systems. However, working against inclusive education are forces of exclusion – factors that act to exclude and marginalize minority students from participation and learning at school. Therefore, in order to progress the principles and practices of inclusive education, an examination of the construct of exclusion is critical. Important questions to be interrogated if inclusive education is to be a reality are: What is exclusion? Why does it occur? How can it be reduced and eliminated? This book critically examines the construct of exclusion, exploring how disabled students experience exclusion both from and within school and suggesting reasons why this occurs. Finally, key foci for change are proposed as platforms for interrogating, reducing and eliminating the forces of exclusion.
Educational sociology.
Sociology of Education.