TY - JOUR
T1 - The standards agenda
T2 - Reflections of a special educational needs co-ordinator
AU - Glazzard, Jonathan
PY - 2014/2
Y1 - 2014/2
N2 - This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the 'performativity' agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda.
AB - This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the 'performativity' agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda.
KW - Inclusion
KW - Life history
KW - SENCo
KW - Standards
UR - http://www.scopus.com/inward/record.url?scp=84897792010&partnerID=8YFLogxK
U2 - 10.1111/1467-9604.12044
DO - 10.1111/1467-9604.12044
M3 - Article
AN - SCOPUS:84897792010
SN - 0268-2141
VL - 29
SP - 39
EP - 53
JO - Support for Learning
JF - Support for Learning
IS - 1
ER -