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    Primary teachers’ perspectives on implementing the inclusion agenda

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    Authors
    Brown, Zeta
    Editors
    Barnes, Vernie Clarice
    Brewster, Stephanie
    Edwards, Tracey
    Jones, Graham
    Meehan, Catherine
    Palaiologou, Ioanna
    Palaiologou, Nektaria
    Rhoades, Gavin
    Bennett, Kay
    Gibson, Suanne
    Hodkinson, Alan
    Lambert, Mike
    Mander, Sarah
    Richards, Lynn
    Rozsahegyi, Tunde
    Vickerman, Philip
    Winwood, Jo
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    Issue Date
    2016-04
    
    Metadata
    Show full item record
    Abstract
    Inclusion in primary education is seen as an ideological concept where mainstream educated children in the UK will one day be included in every aspect of the schooling experience. The chapter suggests that inclusion is not the only priority agenda and investigates how it can be practically implemented alongside the government-imposed standards agenda. The author offers a historical account of the simultaneous development of these agendas, including the implementation of the National Curriculum, SATs and league tables. In the second section the author details findings from her recent study and suggests that standards objectives dominate the inclusion agenda in primary schools, and that inclusion is limited to focusing on children with Special Educational Needs.
    Publisher
    Routledge
    URI
    http://hdl.handle.net/2436/621778
    Additional Links
    https://www.ingentaconnect.com/content/rout/26bzdn
    Type
    Chapter in book
    Language
    en
    Description
    From book; Inclusive Education: Perspectives on pedagogy, policy and practice. Brown, Z. (ed).
    ISBN
    9781315691152
    Collections
    Faculty of Education, Health and Wellbeing

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