A critical interrogation of the contemporary discourses associated with inclusive education in England

Jonathan Glazzard

    Research output: Contribution to journalArticlepeer-review

    23 Citations (Scopus)

    Abstract

    This paper argues that the standards agenda works in opposition to the inclusion agenda despite government rhetoric, which suggests that both agendas are complementary. The paper emphasises the need to embrace a broader understanding of what constitutes achievement in order to enable all learners to experience success. In developing this critique of recent and current policies of inclusion, the paper draws on earlier papers that have contributed to the debate. This paper argues that the current Code of Practice perpetuates a deficit model of the child, which is largely at odds with notions of inclusion.

    Original languageEnglish
    Pages (from-to)182-188
    Number of pages7
    JournalJournal of Research in Special Educational Needs
    Volume13
    Issue number3
    DOIs
    Publication statusPublished - Jul 2013

    Keywords

    • Achievement
    • Inclusion
    • Medical model
    • Social model
    • Special educational needs

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