Rose, R. (2014) Inclusion and the standards agenda: a reflective commentary. Support for Learning. 29(1), pp. 54-56. 0268-2141.
| Item Type: | Article |
|---|---|
| Abstract: | Successive governments in the UK have measured the quality of schools through a simplistic method based upon the academic attainment of pupils. Whilst this measure is important it fails to take into account those other qualities that education should develop in children. In this paper the author reviews two papers by Glazzard (2014) that suggest an incompatibility between the standards agenda and policies advocating greater inclusion for students with special educational needs. The author argues that these two are not wholly incompatible but that the interpretation of the language used, coupled with a political agenda aimed at the marketisation of education, are providing a false impression of the achievements of today's teachers. |
| Uncontrolled Keywords: | inclusion, education policy, standards |
| Subjects: |
L Education > LC Special aspects of Education > LC65 Social aspects of education > LC71 Education and the state L Education > LC Special aspects of Education > LC1200 Inclusive education |
| Creators: | Rose, Richard |
| Publisher: | Wiley |
| Faculties, Divisions and Institutes: |
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research Research Centres > Centre for Education and Research |
| Date: | February 2014 |
| Date Type: | Publication |
| Page Range: | pp. 54-56 |
| Journal or Publication Title: | Support for Learning |
| Volume: | 29 |
| Number: | 1 |
| Language: | English |
| DOI: | https://doi.org/10.1111/1467-9604.12045 |
| ISSN: | 0268-2141 |
| Status: | Published / Disseminated |
| Refereed: | Yes |
| URI: | http://nectar.northampton.ac.uk/id/eprint/6576 |
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