Models of SEND: The Impact of Political and Economic Influences on Policy and Provision

Autor/in	Rolfe, Susan
Titel	Models of SEND: The Impact of Political and Economic Influences on Policy and Provision
Quelle	In: British Journal of Special Education, 46 (2019) 4, S.423-444 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rolfe, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12284
Schlagwörter	Special Needs Students; Students with Disabilities; Special Education; Models; Inclusion; Educational Policy; Political Influences; Economic Factors; Educational Practices + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Analogiemodell; Inklusion; Politics of education; Bildungspolitik; Political influence; Politischer Einfluss; Ökonomischer Faktor; Bildungspraxis
Abstract	The content and direction of policy can be impacted upon by broader political and economic influences that are of central concern to the government in office. With regard to education, the concepts of inclusion and special educational needs and disability (SEND) are at the forefront of professional pedagogy and provision. These concepts, although well-established educational practices, may be impacted by these influences. This article has two aims. First, it identifies and critically evaluates factors that may impact on the implementation of these concepts. This analysis focuses on the effects of national and international financial instability, the standards agenda and the use of attainment data. The second aim is to critically examine existing and new models of SEND and evaluate how they may be affected by broader political and economic influences and thus reflect current political values. The article includes a table that summarises each model of SEND and the political and economic influences that may impact on them. A conclusion is drawn that the potential to achieve inclusive educational practice is affected, not by the models of SEND impacting on policy and practice, but by political and economic influences acting at both national and international levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01