Rose, R. (2014) Inclusion and the standards agenda: a reflective commentary. Support for Learning. 29(1), pp. 54-56. 0268-2141.
- Information
Information
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:
Creators:
Rose, R.
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
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
ISSN:
0268-2141
Status:
Published / Disseminated
Refereed:
Yes
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