Literaturnachweis - Detailanzeige
| Autor/inn/en | Lane, Danielle; Semon, Sarah; Catania, Nicholas; Jones, Phyllis |
|---|---|
| Titel | Inclusion in a Multi-Academy Trust: Possibilities and Perils |
| Quelle | In: British Journal of Special Education, 49 (2022) 1, S.64-83 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0952-3383 |
| DOI | 10.1111/1467-8578.12396 |
| Schlagwörter | Inclusion; Special Schools; Equal Education; Access to Education; Resource Allocation; Academic Freedom; Accountability; Partnerships in Education; Sustainability; Networks |
| Abstract | In this article we examine how, despite the understanding that a special school is not an inclusive setting, the senior leadership team (SLT) at Forest Academy Trust perceive their special schools as inclusive. Document reviews, interviews and a culminating focus group appear to indicate that possibilities for inclusive education may be related to a shared ethos of inclusion, resources, accessible opportunities, individualised approaches, and collaborative networks. These data also provide a critical insight into the perils related to inclusive education in multi-academy trusts (MATs). The study of this MAT highlights the need for changes to policies, access to and equitable distribution of resources, curricular freedom balanced with accountability, a shift toward collaborative networking and partnership, and a shared vision for enactment, which may be leveraged in order to provide equitable and sustainable system-wide inclusive practices. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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