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Removing the Barriers to Achievement: the Government's strategy for SEN
- Publisher
- Wiley
- Copyright
- © 2008 The Author(s). Journal compilation © 2008 NASEN
- ISSN
- 0952-3383
- eISSN
- 1467-8578
- DOI
- 10.1111/j.1467-8578.2008.00390.x
- Publisher site
- See Article on Publisher Site
Abstract
In this paper, Katherine Runswick‐Cole, a researcher at the Research Institute for Health and Social Change at Manchester Metropolitan University, engages with parents' attitudes to the placement of their children with special educational needs in mainstream and special schools. She sets her review of parents' views within the current policy and legislative context. She then moves on to explore parents' attitudes to inclusion by drawing on the social model of disability as an analytical tool and developing a typology of parental school choices. The study reported in this paper involved 24 parents who were contacted through voluntary organisations and interviewed, either in their own homes or on the telephone. The views of seven professionals were also gathered. The findings reveal that parents' attitudes to mainstream and special schooling are influenced by their engagement with models of disability. The parents' experiences suggest that, despite the shifts in policy we have seen since 1997, the process of inclusive education continues to be fragile.
Journal
British Journal of Special Education – Wiley
Published: Sep 1, 2008