Special education and minority ethnic young people in England: continuing issues.
In countries that have developed special education (SE) provision, whether in segregated settings or ‘included’ in mainstream, racial, ethnic and immigrant minorities continue to be disproportionately represented. Explanations for placement in SE programmes continue to centre round assumptions of de...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 37; no. 4; pp. 513 - 529 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=116395698&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 116395698 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Aug2016 vid: 37 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 116395698 10.1080/01596306.2015.1073013 ppf: 513 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1MB tig: atl: Special education and minority ethnic young people in England: continuing issues. aug: au: Tomlinson, Sally affil: Department of Education, University of Oxford, Oxford, UK su: Special education Education of minorities Immigrants Social classes England sug: subj: England Special education Education of minorities Immigrants Social classes keyword: race social class Special educational needs ab: In countries that have developed special education (SE) provision, whether in segregated settings or ‘included’ in mainstream, racial, ethnic and immigrant minorities continue to be disproportionately represented. Explanations for placement in SE programmes continue to centre round assumptions of deficiencies in student abilities to learn and ‘behave’, their family backgrounds and communities. Many policy-makers, politicians, schools and teachers ignore or are ignorant of the historical background and social contexts in which these students are expected to learn. The article overviews some of this history and policy responses concerned with SE, low attainment and troublesome school behaviour in England, including recent evidence and current explanations for the placement of the students. A premise here is that research, policy and literature are still separating what is happening in ‘special’ education from other areas of education. This cannot continue, as world-wide moves towards inclusive education have meant that mainstream schools and colleges now incorporate (or still exclude) a range of students regarded as having learning difficulties or disabilities, and all young people are now expected to acquire some kind of qualification or be prepared for independent living. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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