Special Educational Needs and Disability

Nixon, J., Sikes, P. (2003). Introduction Reconceptualizing the debate. In P. Sikes, J. Nixon., W. Carr (Eds.), The moral foundations of educational research. Maidenhead Open University Press Office for Standards in Education. (2004). Special educational needs and disability Towards inclusive schools. London Ofsted. Retrieved December 16, 2004, from http //image.guardian.co.uk/sys-fiIes/Educatioii/docmnentsC004/10/12/Ofsted.pdf Oliver, M. (1992). Intellectual masturbation A rejoindo- to Soda- and Booth. European Journal of Special Needs Education, 7(1)20-28... 

DfES SEN Code of Practice 2002, Special Educational Needs and Disability Act 2001, Disability Discrimination Act, Removing Barriers to Achievement DfES Strategy for SEN 2004, www.dfes.gov.uk... 

In order to provide equality of opportunity, fulfil the inclusion agenda and to help all children achieve a high standard and reach their full potential, the government introduced the Special Educational Needs and Disability Act in 2001. This Act, linked to a revised SEN Code of Practice, took effect from January 2002. 

In 2004 OFSTED produced a report. Special Educational Needs and Disability - Towards Inclusive Schools, which looked at the extent to which the vision of inclusion is becoming a reality in schools. One of its main findings was that The admission and retention of pupils with social and behavioural difficulties continue to test the inclusion policies of schools. ... 

Special educational needs and disability - towards inclusive schools, www.ofsted. gov.uk/publications... 

DfES (2001a) Special Educational Needs and Disability Act (SENDA). London HMSO. DfES (2001b) Special Educational Needs Code of Practice. London DfES. 

Ofsted (2004) Special Educational Needs And Disability Towards Inclusive Schools. London Ofsted. 

Allan, J. (1996). Foucault and Special Educational Needs A box of tools for analysising children s experiences of mainstreaming. Disability and Society, 11(2), 219-233 Allan, J. (1999). Actively seeking inclusion. London Palmer... 

National Clearinghouse for Educational Facilities. (2008). An investigation of best practices for evacuating and sheltering individuals with special needs and disabilities. Accessed July 19, 2011. http //www.ncef.org/pubs/evacuating special needs.pdf. 

Anne Hayward is a leading expert in the fields of inclusion and special educational needs (SEN) in schools, colleges, Children s Services and charities. She has been the DfES consultant for learning support units, learning mentors, the Excellence in Cities programme and for the SEN and Disability Team on Special Schools and Specialist Status. 

The purpose of this chapter is to describe the Framework for Participation, which is the research tool, or methodological lens, with which these fonr case studies were constructed. The Framework helped to shape our decisions about interviews (who to interview, what to ask), observations (who to see, where, what to record), documentary/archival sources (what to collect) and statistical data (what to use). It allowed us to scrutinise the policies, practices and everyday interactions that make up the hfe of any school, and, in doing so, to explore the key themes and concerns raised in earlier chapters of this book. In particular, we wanted to examine how inclusion and achievement, and related concepts ( special educational needs , learning difficulties , disabilities , standards , attainment , progress , aptitudes , etc.) were understood and used by a range of members within a school and the consequences of those different meanings and applications. Thus we were interested in members underlying beliefs about notions such as same and different , and normal and other (Florian, 2007). 

Has a free information service and a range of free publications, including a list of organisations concerned with specific disabilities and other leaflets. Promotes collaborative work between different organisations providing services and support for children and young people with disabilities and special educational needs. For a full list send a large s.a.e. 

Educational Philosophy and Theory, 36(f), 327-342 Booth, T. (1991). Integration, disability and commitment A response to Marten Soder. European Journal of Special Needs Education, 6(1), 1-16... 

In the most recent reauthorization of Public Law 94-142, the Individuals with Disabilities Education Act (idea), schools are mandated to provide children with chronic illness and other disabling conditions individualized educational and supportive services in the least restrictive educational setting. To qualify for special services under idea, a child must have a disability that is adversely affecting (his/her) educational performance. The disability category that usually applies to children with special health care needs is other health impaired. This classification is defined as having limited strength, vitality or alertness, due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes, which adversely affects a child s educational performance. ... 

Technology that supports people in the workplace or in an educational environment can include such applications as computer workstations, modified restrooms, and transportation to and from work or school. Students need the abihty to take notes and do assignments, and people working have a myriad of special tasks that may need to be analyzed and modified to enable the employee with the disability to be independent and productive. Weisman has presented an extensive overview of rehabilitation engineering in the workplace, which includes a review of different types of workplaces, the process of accommodation, and many case examples [Weisman, 1990]. 

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