Description
Book SynopsisDisability is an increasingly vital contemporary issue in British social policy especially in education. Education, disability and social policy brings together for the first time unique perspectives from leading thinkers including senior academics, opinion formers, policy makers and school leaders. Key issues covered include: law and international human rights frameworks; policy developments for schools and school leaders; educational inequalities for disabled children and young people and curriculum design and qualifications changes for children who are being failed by the current education system. The book is a milestone in social policy studies, of enduring interest to students, academics, policy makers, parents and campaigners alike.
Trade Review"This book seeks to identify and analyse a range of significant issues and questions concerning the position and experiences of disabled people in education and society generally. It highlights some of the complex, contentious and contradictory ideas and practices that are currently integral to the system of policy and provision within education and society generally. It contains a wealth of ideas, insights and questions and should be of interest to all those concerned with the well-being of all learners." Len Barton, Executive Director of IDRIS, Emeritus Professor of Inclusive Education, University of London.
"This book is a powerful contribution to the literature on education, disability and social policy in the UK, of interest to practitioners, experts, and parents alike." Patrick Diamond, Senior Research Fellow, Policy Network
Table of ContentsContents: Introduction ~ David Ruebain and Steve Haines; Part one: Foundations: Education, disability and the law ~ Cherie Booth QC; Human rights and education: international perspectives ~ Judith Heumann; Children's voice and experiences "The School that I'd like" ~ Ann Lewis; Part two: Contexts, challenges and possibilities: How to lead inclusive schools ~ Nigel Utton; The local context: inter-agency collaboration ~ Peter Gray; Transition ~ Alan Dyson; Part three: The challenges for policy makers: Autism and education ~ Amanda Batten; Inclusive curricula, inclusive assessment: the challenge to knowledge and its measurement ~ Olga Miller, Rory Cobb and Paul Simpson; Widening participation in higher education ~ Sheila Riddell; Disability and the family ~ Philippa Russell; New perspectives ~ Anne Borsay; Part four: Conclusions: Conclusion ~ David Ruebain, Steve Haines and Len Barton.
