Garner, P. (2012) Editorial. Support for Learning. 27(1), pp. 2-3. 0268-2141.
- Information
Information
Abstract:
Those of us of ‘long standing’ in the field of special and inclusive education might be forgiven for feeling that it might be time to throw in a collective towel, as the likely impact of Government policy in England becomes more apparent. Others, who are just becoming professionally established in the field, may also feel justified in questioning the direction currently being taken in aspects of our work, which is bound to have negative impact on the most vulnerable children we seek to support.
Money, it is said, is the root of all evil. In the case of special and inclusive education it certainly appears to be the case. Over time we are seeing a significant increase in the commodification of care and the marketisation of models of intervention. As local authority grip has been loosened on schools, at least one valuable mediator between the ideological excesses of central Government has been sidelined. Schools and other services have become accountable for the money they spend, but not really for pupils who experience learning difficulties or disabilities. These children and young people are now, even more than at any time during my 40 years of professional involvement in education, facing a monumental threat in the face of an army of chancers, cherry-pickers and snake-oil merchants.
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:
8 February 2012
Date Type:
Publication
Page Range:
pp. 2-3
Journal or Publication Title:
Support for Learning
Volume:
27
Number:
1
Language:
English
ISSN:
0268-2141
Status:
Published / Disseminated
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