Garner, P. (2012) Editorial. Support for Learning. 27(4), pp. 138-139. 0268-2141.
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Abstract:
It is always a great pleasure to be able to write the Support for Learning Editorial. Each edition of the journal contains a collection of articles which are invariably thought-provoking, sometimes controversial, and always worthy of being read by anyone seeking to be informed about current policy and practice in the field of special and inclusive education. The recent growth in the number of articles from outside the United Kingdom has enabled readers to look beyond single-country perspectives, adding further value to the journal's content. In undertaking this task I am able to write about articles that have been submitted by authors who have the energy, ideas and commitment to work in the field of SEN and inclusion. This is an undoubted privilege of being Editor of the journal.
It is also very much the case that immersing myself in articles that are seamed with optimism is a blessed relief in times of uncertainty and (in respect of egalitarian education and support for those of difference) increasingly single-minded brutality of approach. So before celebrating the content of this issue, I think it is right to pass comment on where we are now. In doing so I make few apologies for my partiality – which is hardly lacking in transparency.
Subjects:
Creators:
Garner, P.
Publisher:
Blackwell
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
Date:
17 December 2012
Date Type:
Publication
Page Range:
pp. 138-139
Journal or Publication Title:
Support for Learning
Volume:
27
Number:
4
Language:
English
ISSN:
0268-2141
Status:
Published / Disseminated
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