To What Extent Have Learners with Severe, Profound and Multiple Learning Difficulties Been Excluded from the Policy and Practice of Inclusive Education?

Autor/in	Colley, Andrew
Titel	To What Extent Have Learners with Severe, Profound and Multiple Learning Difficulties Been Excluded from the Policy and Practice of Inclusive Education?
Quelle	In: International Journal of Inclusive Education, 24 (2020) 7, S.721-738 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colley, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1483437
Schlagwörter	Severe Disabilities; Multiple Disabilities; Learning Disabilities; Inclusion; Educational Policy; Educational Practices; Foreign Countries; Educational History; Students with Disabilities; Special Schools; Teacher Attitudes; Student Attitudes; Personal Autonomy; Curriculum; United Kingdom + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Learning handicap; Lernbehinderung; Inklusion; Politics of education; Bildungspolitik; Bildungspraxis; Ausland; History of education; Bildungsgeschichte; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Lehrerverhalten; Schülerverhalten; Individuelle Autonomie; Curricula; Lehrplan; Rahmenplan; Großbritannien
Abstract	The article is a position paper on inclusive practice in education with respect to students with severe or profound and multiple learning difficulties (sld/pmld). It asks if children and young people with sld/pmld have been excluded from the policy and the practice of inclusive education. A review of the literature found that there is a research gap around inclusive education for learners with sld/pmld, and a review of historical and current practices indicated that this group of learners has indeed been excluded from both the policy and practice of inclusion in the United Kingdom with the use of curricula based on a mainstream linear and academic model reinforcing this exclusion. The study makes a theoretical and practical contribution to the continuing debate about inclusive education and will be of interest to teachers, parents, policy-makers and the learners themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01