Accessing Mainstream: Examining the Struggle for Parents of Children Who Have Learning Difficulties

Autor/inn/en	Kenny, Mairin; Shevlin, Michael; Walsh, Patricia Noonan; McNeela, Eileen
Titel	Accessing Mainstream: Examining the Struggle for Parents of Children Who Have Learning Difficulties
Quelle	In: Journal of Research in Special Educational Needs, 5 (2005) 1, S.11-19 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2005.00034.x
Schlagwörter	Down Syndrome; Parents; Educational Change; Foreign Countries; Access to Education; Mainstreaming; Inclusion; Expectation; Learning Disabilities; Ireland + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Eltern; Bildungsreform; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Expectancy; Erwartung; Learning handicap; Lernbehinderung; Irland
Abstract	In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning difficulties can encounter serious obstacles in gaining access to mainstream education for their children. This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10