The Implementation Of Inclusive Education In Great Britain: Obstacles, Future Challenges
DOI:
https://doi.org/10.31812/educdim.v39i0.3077Keywords:
inclusion, special education, system of educationAbstract
Davydenko H. V. The Implementation Of Inclusive Education In Great Britain: Obstacles, Future Challenges.
The results of analysis of basic problems of inclusive education in Great Britain are presented in the article. Obstacles are examined at the level of governmental activity, local authorities and local communities. The special attention is paid to the analysis to the state of businesses in the system of school education and searches of measures for overcoming of the obstacles in access to education.
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References
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2. Малагская декларация. Декларация министров в Малаге о людях с ограниченными возможностями: «К полному гражданскому участию». – 2-я Европейская конференция министров. – Малага, 7–8 мая 2003 года.
3. Модине М. Доступ людей с ограниченными возможностями к социальным правам в Европе / М. Модине. – Страсбург, 2003. – 185 с.
4. Allan J. ‘Productive pedagogies and the challenge of inclusion’, British Journal of Special Education, 2003, – 30 (4), – 175–179. Direct Link: Abstract PDF(50K)
5. Audit Commission Special Educational Needs: a mainstream issue. London: Audit Commission. 2002.
6. Booth T. ‘Inclusion and exclusion policy in England: who controls the agenda?’ in F. Armstrong and D.Armstrong (eds) Inclusive Education. London: David Fulton, 2000.
7. Byers R. ‘Editorial’, British Journal of Special Education, 32 (3), р. 114–115. Direct Link: Abstract PDF(192K), 2005.
8. Clough P. & Garner G. (2003) ‘Special educational needs and inclusive education: origins and current issues’, in S.Bartlett and D.Burton (eds) Education Studies: essential issues. London: Sage.
9. Croll P. & Moses D. Special educational needs across two decades: survey evidence from English primary schools’, British Educational Research Journal, 2003, 29 (5), 731–747.
10. CSIE (Centre for Studies in Inclusive Education) New Segregation Statistics [online at http://www.//inclusion.uwe.ac.uk]. Bristol: CSIE, 2005.
11. DES (Department of Education and Science) (1978) Special Educational Needs: a report of the Committee of Enquiry into the Education ofHandicapped Children and Young People (Report of the WarnockCommittee). London: HMSO.
12. DfEE (Department for Education and Employment) (1999) The National Curriculum for England [online at http://www.nc.uk.net] London: DfEE.
13. Frederickson N. & ClineT. (2002) Special Educational Needs, Inclusionand Diversity, a textbook. Buckingham: Open University Press.
14. Hanko G. ‘Towards an inclusive school culture – but whathappened to Eltons affective curriculum?’, British Journal of Special Education, 30 (3), 125–131. Direct Link: Abstract PDF (60K),2003.
15. Hodkinson A. ‘Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges’, Research in Education, 2010, 73, 15–29.
16. Judge B. ‘Inclusive education: principles and practices’, in K.Crawford (ed) Contemporary Issues in Education. Norfolk: PeterFrancis, 2003.
17. Rustemier S. & Vaughan M. (Segregation Trends – LEAs in England 2002–2004. Bristol: CSIE, 2000.
18. Warnock M. Sspecial educational needs – a new look’, Centre for Disability Studies [online at http://www.leeds.ac.uk/disability-studies/archiveuk/archframe.htm.
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Published
21-11-2013
How to Cite
Давиденко, Г. (2013). The Implementation Of Inclusive Education In Great Britain: Obstacles, Future Challenges. Pedagogy of Higher and Secondary Education, 39, 308–314. https://doi.org/10.31812/educdim.v39i0.3077
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Obsolete3
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Copyright (c) 2013 Ганна Давиденко
This work is licensed under a Creative Commons Attribution 4.0 International License.
