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Teaching and the self

Teaching and the self plementary nature of their work is crucial to the Government proposals to introduce testing at seven development of a successful integration scheme. and eleven years is incompatible with de- Seen in institutional terms, it may be useful to segregation. Any return to a set of rigid curriculum consider the effects of de-segregation upon a school targets will make it impossible to integrate many in the light of innovation theory. Thus the develop- children with disabilities or developmental delay in ment is seen as a whole school issue which is likely to our schools. It is a procedure totally at odds with the affect all the parts and processes of the school: intention of the 1981 Act. The experience of working with a wider group of 'Change is unlikely to occur without simultaneous children with special educational needs within the developments in administrative structures, in re- Grove School has led me to believe that when lationships between professionals, administrators and users, and without changes in practice, attitudes, and children with disabilities become part of our school ideas.' (Walton, 1983) community, their presence invokes changes in prac- tice, in process and in attitudes, and that these The extension of non-segregated provision http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Cambridge Journal of Education Taylor & Francis

Teaching and the self

Cambridge Journal of Education , Volume 17 (3): 8 – Sep 1, 1987

Teaching and the self

Cambridge Journal of Education , Volume 17 (3): 8 – Sep 1, 1987

Abstract

plementary nature of their work is crucial to the Government proposals to introduce testing at seven development of a successful integration scheme. and eleven years is incompatible with de- Seen in institutional terms, it may be useful to segregation. Any return to a set of rigid curriculum consider the effects of de-segregation upon a school targets will make it impossible to integrate many in the light of innovation theory. Thus the develop- children with disabilities or developmental delay in ment is seen as a whole school issue which is likely to our schools. It is a procedure totally at odds with the affect all the parts and processes of the school: intention of the 1981 Act. The experience of working with a wider group of 'Change is unlikely to occur without simultaneous children with special educational needs within the developments in administrative structures, in re- Grove School has led me to believe that when lationships between professionals, administrators and users, and without changes in practice, attitudes, and children with disabilities become part of our school ideas.' (Walton, 1983) community, their presence invokes changes in prac- tice, in process and in attitudes, and that these The extension of non-segregated provision

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References (36)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1469-3577
eISSN
0305-764X
DOI
10.1080/0305764870170313
Publisher site
See Article on Publisher Site

Abstract

plementary nature of their work is crucial to the Government proposals to introduce testing at seven development of a successful integration scheme. and eleven years is incompatible with de- Seen in institutional terms, it may be useful to segregation. Any return to a set of rigid curriculum consider the effects of de-segregation upon a school targets will make it impossible to integrate many in the light of innovation theory. Thus the develop- children with disabilities or developmental delay in ment is seen as a whole school issue which is likely to our schools. It is a procedure totally at odds with the affect all the parts and processes of the school: intention of the 1981 Act. The experience of working with a wider group of 'Change is unlikely to occur without simultaneous children with special educational needs within the developments in administrative structures, in re- Grove School has led me to believe that when lationships between professionals, administrators and users, and without changes in practice, attitudes, and children with disabilities become part of our school ideas.' (Walton, 1983) community, their presence invokes changes in prac- tice, in process and in attitudes, and that these The extension of non-segregated provision

Journal

Cambridge Journal of EducationTaylor & Francis

Published: Sep 1, 1987

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