The emphasis on individualized intervention programmes for students with special needs may not only be impractical, but also undesirable. When approaches to special needs are brought into contrast with school effectiveness strategies, the different perspectives prove revealing and useful. With extensive examples from the field to illustrate the ideas, this text expounds the theories that arise out of a scrutiny of practice, and the links between thinking and practice.

The emphasis on individualized intervention programmes for students with special needs may not only be impractical, but also undesirable. When approaches to special needs are brought into contrast with school effectiveness strategies, the different perspectives prove revealing and useful. With extensive examples from the field to illustrate the ideas, this text expounds the theories that arise out of a scrutiny of practice, and the links between thinking and practice.

Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as deciders with regard to the inclusion of pupils with special educational needs. The research also shows how the pupils with SEN actively challenge these decisions and seek to influence perceptions of themselves and their inclusion experiences through the practices of self. It argues that existing research has tended to focus upon the practices of integration and inclusion, without much attention...

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Offers suggestions for making classroom and teaching practice more effective for bilingual and bidialectical pupils. Case studies are used, which give voice to student and practising teacher perspectives which are often unheard. This book will help teachers develop practice that combats actual exclusion and the symbolic exclusion that some multicultured students experience.

The aim of this text is to convey the experience of excluded children, their parents, teachers and remaining classmates. Looking at all those involved, the book offers reflections on inclusion and exclusion in the context of schools that do not cater well for diversity. The contributors and issues raised are international, giving the reader everything necessary for considering concepts and practices across countries and cultures, and highlighting ways in which schools might bring down the barriers to participation and learning.

The aim of this text is to convey the experience of excluded children, their parents, teachers and remaining classmates. Looking at all those involved, the book offers reflections on inclusion and exclusion in the context of schools that do not cater well for diversity. The contributors and issues raised are international, giving the reader everything necessary for considering concepts and practices across countries and cultures, and highlighting ways in which schools might bring down the barriers to participation and learning.