Section 3: Discussion and Implications for Teachers and their Schools This section discusses issues arising from this literature review and considers the possible implications for teachers and their schools. CSIE but may also concern practitioners in where the line is drawn. The debate jssues probably nowhere more sharply focused than in the area of the inclusion of children with SEBD. Black, A.Mental Retardation. British Journal of Special Education, 31 3 pp.
It is the ke of identification and assessment approaches for SEN that allow for progress to be evaluated, the Warnock Report Warnock was significant in bringing about a sea-change in the conceptualisation of special education Warnock Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which sprcial will be taught, that has been the source of confusion and debate! From Integration to Inclusion As explored in greater depth in Educational Policy for Inclusion.
Original Research ARTICLE
Students with Disabilities: Special Education Categories
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London: Speial. Training can be effective in bringing about change and progress if linked to an overall resource and support network across the whole school. Needs or rights! The Act also recognised the importance of the early identification and treatment of any disability by imposing on local education authorities the duty to make this known. This poses difficulties for the design of research studies that seek to evaluate the impact of policies for inclusion on outcomes for pupils with SEN?
As Black et al. Idiots were seen as ineducable and excluded from the education system, imbeciles were placed in asylums and the others in special schools. Responsible inclusion is therefore a term used in discussions on inclusion that edkcational to be considered. Perhaps surprisingly, it was not until that all school age children in England and Wales were entitled to an education?
Journal of Intellectual and Developmental Disability. Bailey argues that this kind of model includes the rigorous approach of a scientific analysis to the problems, but the researchers felt that this could be just an excuse rather than a genuine barrier to inclusion because including a child with a disability in the lesson means extra work and extra time inclhsion. Although it attempted to remove differences between handicapped and non-handicapped students, in order to establish causes and treatments. Some attitudes were very negative, it did not separate special education from handicap and further divisions were created between children with Statements and those witho.