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951.
Alan Hodkinson 《British Journal of Special Education》2010,37(2):61-67
Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision for the education of children with special educational needs and disabilities that is supported by straightforward, co‐ordinated and well‐resourced policies. If educational policy is to achieve an inclusive consciousness, it must ensure that the views of children, their families and educational professionals are listened to, and that inclusion is by the choice of the pupils and their parents and not by compulsion. 相似文献
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Alan Mowle Diana Bentley Catherine Otter Louise O 'Connor Roger Marples Ruth O'Keeffe 《Pastoral Care in Education》2013,31(4):38-41
Books reviewed: Red Rose Chain/Alpha Films, Four Carrier Bags and a Buggy Alison Closs, The Education of Children with Medical Conditions Ralph L. Klicker, A Student Dies, A School Mourns 相似文献
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In EM'S Spring 1989 issue, Mehrens and Kaminski (1989) questioned both the ethics as well as the validity of some "teach-to-the-test" procedures, and particularly addressed Cohen's application of instructional alignment to teaching test wiseness. Cohen and Hyman now respond with their own questions about the educational value and the ethics of using the types of norm-referenced tests defended by Mehrens and Kaminski. 相似文献