Rights, efficacy and inclusive education

Included or Excluded?: The Challenge of the Mainstream for Some SEN Children

Volumn , Issue , 2006, Pages 15-22

  Lindsay, Geoff ^a  

^a UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84911106146     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203966068     Document Type: Chapter

References (25)

1. Baker, E. T., M. C. Wang and Walberg, H. J. (1994), 'The effects of inclusion on learning', Educational Leadership, 52(4), 33-5
2. Christenson, C. A. and S. Dorn (1997), 'Competing notions of social justice in special education reform', Journal of Special Education, 31(2), 181-98
3. Cohen, J. (1988), Statistical Power Analysis for the Behavioural Sciences (2nd edn), Mahwah, NJ: Erlbaum
4. Department for Education and Skills (2001), Inclusive Schooling: Children with Special Educational Needs, Nottingham: DfES
5. Department of Education and Science (1978), Special Educational Needs (The Warnock Report), London: HMSO
6. Dyson, A. and A. Millward (2000), Schools and Special Needs, London: Paul Chapman
7. Frederickson, N. and T. Cline (2001), Special Educational Needs, Inclusion and Diversity, Buckingham: Open University Press
8. Gillham, W. (1978), Reconstructing Educational Psychology, London: Croom Helm
9. Law, J., G. Lindsay, N. Peacey, M. Gascoigne, N. Soloff, J. Radford, and S. Band, with L. Fitzgerald (2000), Provision for Children with Speech and Language Needs in England and Wales: Facilitating Communication between Education and Health Services, London: DfEE
10. Law, J., G. Lindsay, N. Peacey, M. Gascoigne, N. Soloff, J. Radford, and S. Band (2002), 'Consultation as a model for providing speech and language therapy in schools: a panacea or one step too far?' Child Language Teaching and Therapy, 18(2), 145-63
11. Lindsay, G. (1995), 'Early identification of special educational needs', in I. Lunt., B. Norwich and V. Varma (eds), Psychology and Education for Special Needs: Recent Developments and Future Directions, London: Arena, Ashgate Publishing
12. Lindsay, G. (2003a), 'Implementing the revised Code of Practice: ethics and values', in D. Galloway (ed.), Children with Special Educational Needs: A Response to the New Code of Practice, Occasional Papers of the Association for Child Psychology and Psychiatry, 20, 47-55
13. Lindsay, G. (2003b), 'Inclusive education: a critical perspective', British Journal of Special Education, 30, 3-12
14. Lindsay, G., J. E. Dockrell, C. Mackie, and C. Letchford (2005), 'Specialist provision for children with specific speech and language difficulties', Journal of Research in Special Educational Needs, 5(3), 88-96
15. Lipsky, D. K. and A. Gartner (1998), 'Factors for successful inclusion: learning from the past, looking forward to the future', in S. J. Vitello and D. E. Mithaug (eds), Inclusive Schooling: National and International Perspectives, Mahwah, NJ: Erlbaum
16. Low, C. (2001), 'Have disability rights gone too far?' City Insights Lecture, 3 April 2001, London, City University (obtainable from the author)
17. Loxley, D. (1978), 'Community psychology', in W. Gillham (ed.), Reconstructing Educational Psychology, London: Croom Helm
18. Marston, D. (1996), 'A comparison of inclusion only, pull-out only and combined service models for students with mild disabilities', Journal of Special Education, 30(2), 121-32
19. Mills, P. E., K. N. Cole, J. R. Jenkins, and P. S. Dale (1998), 'Effects of differing levels of inclusion on preschoolers with disabilities', Exceptional Children, 65, 79-90
20. Mithaug, D. E. (1998), 'The alternative to ideological inclusion', in S. J. Vitello and D. E. Mithaug (eds), Inclusive Schooling: National and International Perspectives, Mahwah, NJ and London: Erlbaum
21. Norwich, B. (1996), 'Special needs education or education for all: connective specialisation and ideological impurity', British Journal of Special Education, 23(3), 100-4
22. Riggs, C. G. and P. H. Mueller (2001), 'Employment and utilization of para-educators in inclusive settings', Journal of Special Education, 35(1), 51-62
23. UNESCO (1994), The UNESCO Salamanca Statement and Framework for Action on Special Needs Education, Paris: UNESCO
24. Vaughn, S. and Klingner, J. K. (1998), 'Students' perceptions of inclusion and resource room settings', Journal of Special Education, 32(2), 79-88
25. Wedell, K. (1978), 'Early identification and compensatory interaction', paper presented at the NATO International Conference on Learning Disorders, Ottawa