"Count Us In"--Achieving Inclusion in Scottish Schools: An Analysis of Policy

Autor/in	Wright, Kevin
Titel	"Count Us In"--Achieving Inclusion in Scottish Schools: An Analysis of Policy
Quelle	In: International Journal of Inclusive Education, 14 (2010) 2, S.153-164 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Inclusive Schools; Foreign Countries; Student Financial Aid; Languages; Mainstreaming; Global Approach; Educational History; Educational Policy; Special Education; Disabilities; Educational Legislation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Ausland; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Language; Sprache; Globales Denken; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Bildungsrecht; Schulgesetz
Abstract	Inclusive education is now established as part of a global agenda and as such national governments, and their agencies, strive to produce and implement policies to promote inclusion. Scotland is no exception and in 2002 Her Majesty's Inspectorate of Education (HMIe) published a review of "good practice" in the field of inclusion in Scottish schools. This paper is an analysis of the HMIe policy document in terms of research "of" policy, with analysis focused on context, text and consequences. The paper begins by arguing that to base policy on good practice is potentially flawed in a number of areas, especially given the heterogeneity of inclusive practice and the loss in translation of practice from the global to the vernacular level. However, it concludes that by the use of "backward mapping" good practice may indeed be able to inform future policy. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10