Integration, entitlement and special needs. (Themenheft: 7 Aufsaetze).

Sonst. Personen	Corbett, Jenny (Hrsg.)
Titel	Integration, entitlement and special needs. (Themenheft: 7 Aufsaetze).
Quelle	In: British educational research journal, 20 (1994) 3, S. 261-356 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 230; Tabellen 8; Grafiken 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Themenheft; Zeitschriftenaufsatz
ISSN	0141-1926; 1469-3518
Schlagwörter	Chancengleichheit; Eltern; Kind; Schule; Schulleitung; Schulverwaltung; Regelschule; Lernbehinderung; Gemeinde (Kommune); Behinderung; Kooperation; Großbritannien
Abstract	Special issue with seven papers which may be summarized as follows: 1) explores the approaches taken by local education authorities (LEA) to the funding and organisation of provisions for special education needs under local management of schools, 2) reports the findings and discusses the implications of a research project on school clusters, a system of inter- school collaboration to meet special education needs in mainstream schools, 3) assesses whether special needs school governors play a role as special needs representatives in their school's governing bodies, 4) shows with 3 case studies that schools overcome the fundamental tensions within the "whole school approach" which had developed as the dominant form of special needs provision in mainstream secondary schools, 5) argues that the language of entitlement and empowerment is not always mathched by correspondingly eauitable actions but can sometimes be used to subvert equality of opportunity. This argument is applied to recent developments in further education and the provision for students with disabilities and learning difficulties, 6) explores what educational provisions parents of children with specific learning difficulties want for their children, the strategies they apply to achieve their goals, the extent of success and the implications of their actions for other parents with similar children, 7) seeks to document the influence of gender in the process of "statementing", i. e. how the contents of statements differ when examined from a gender perspective. (DIPF/Abstract uebernommen/Bi.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1995_(CD)