Special Education and Minority Ethnic Young People in England: Continuing Issues

Autor/in	Tomlinson, Sally
Titel	Special Education and Minority Ethnic Young People in England: Continuing Issues
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 4, S.513-528 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1073013
Schlagwörter	Foreign Countries; Special Education; Minority Group Students; Ethnic Groups; Educational History; Educational Policy; Low Achievement; Educational Attainment; Behavior Problems; Educational Trends; Inclusion; Learning Disabilities; Daily Living Skills; Special Needs Students; Disproportionate Representation; Immigrants; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Ethnie; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Unterdurchschnittliche Leistung; Bildungsabschluss; Bildungsgut; Bildungsentwicklung; Inklusion; Learning handicap; Lernbehinderung; Alltagsfertigkeit; Sonderpädagogischer Förderbedarf; Immigrant; Immigrantin; Immigranten
Abstract	In countries that have developed special education (SE) provision, whether in segregated settings or "included" in mainstream, racial, ethnic and immigrant minorities continue to be disproportionately represented. Explanations for placement in SE programmes continue to centre round assumptions of deficiencies in student abilities to learn and "behave", their family backgrounds and communities. Many policy-makers, politicians, schools and teachers ignore or are ignorant of the historical background and social contexts in which these students are expected to learn. The article overviews some of this history and policy responses concerned with SE, low attainment and troublesome school behaviour in England, including recent evidence and current explanations for the placement of the students. A premise here is that research, policy and literature are still separating what is happening in "special" education from other areas of education. This cannot continue, as world-wide moves towards inclusive education have meant that mainstream schools and colleges now incorporate (or still exclude) a range of students regarded as having learning difficulties or disabilities, and all young people are now expected to acquire some kind of qualification or be prepared for independent living. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01