Inclusion, Curriculum and the Rights of the Child

Autor/inn/en	McMurray, Sharon; Thompson, Ross
Titel	Inclusion, Curriculum and the Rights of the Child
Quelle	In: Journal of Research in Special Educational Needs, 16 (2016), S.634-638 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12195
Schlagwörter	Inclusion; Learning Problems; Special Education; Foreign Countries; Mainstreaming; Severe Disabilities; Severe Intellectual Disability; Special Needs Students; Childrens Rights; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Inklusion; Lernproblem; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Severe disability; Schwerbehinderung; Sonderpädagogischer Förderbedarf; 'Children''s rights'; Kindesrecht
Abstract	In 1989, The Centre for Studies in Inclusive Education (CSIE) published its inclusion charter which was subsequently revised in 2002. This charter sought an end to all segregated education on the grounds of disability or learning difficulty. The vision was that all children would be educated in mainstream classrooms with benefits for disabled and nondisabled pupils alike. Segregation emerged as a human rights issue firmly set within an equality of access agenda. Special schools were perceived as a violation of every child's right to the society of their peers within their local mainstream school. This paper considers the case of an individual with severe learning difficulties and his journey through the system of special educational needs in Northern Ireland (NI). In 1994, aged 5, he was the first child in his Education and Library Board area to obtain a supported placement in a mainstream school. Within the Northern Ireland system of education, while there has been increased inclusion in mainstream schools, special schools for children with severe (SLD) and profound and multiple learning difficulties (PMLD) have seen substantial investment in new buildings and resources. This paper considers a range of complex issues with regard to the inclusion agenda and children with severe learning difficulties. It considers issues in inclusion as the Department of Education embarks on the development of shared education campuses in Northern Ireland. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01