Year: 2019
Type: article
Abstract: It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter of parental choice and child voice. Meanwhile, the implications of this latest model of inclusive education for teachers and schools in a rapidly changing wider educational landscape have largely been ignored or reduced to a question of training. This paper explores how the inclusive education landscape has changed in England in recent years, charting recent key developments in areas such as policy, statutory guidance and teacher training, with particular reference to teacher workload and the positioning of teachers within political and polemical educational discourse.
Source: Journal of Education Policy
Authors: Elizabeth J. Done, Mandy J. Andrews
Institution: University of Plymouth
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
Funder: University of Bristol
OpenAlex ID: W2901097659