Cole, Barbara;
(2005)
Good Faith and Effort? Perspectives on educational inclusion.
Disability and Society
, 20
(3)
pp. 331-344.
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Abstract
This paper considers what might ‘count’ as educational inclusion from the perspectives of six women who are both mothers of and teachers of children with special educational needs (SEN) and/or disabilities. The mother-teachers draw on their own personal and professional experiences to consider meanings of inclusion in relation to ‘their’ children. Their voices suggest that it is the detail of daily interaction and the commitment to ‘good faith and effort’ on the part of both parents and educational professionals that matters. For the purposes of this paper I shall consider the discourses of SEN, learning difficulties and disability together, although I am aware of the danger of reductionism in doing so.
| Type: | Article |
|---|---|
| Title: | Good Faith and Effort? Perspectives on educational inclusion |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | 3. Refereed academic journal International. Uses original empirical research from PhD to consider the views of mothers and teachers around meanings of educational inclusion for children with disabilities and learning difficulties. Considers what the mother-teachers understand by the term 'inclusion' and what they feel educational and medical /quasi medical professionals can do to include their children. This is an electronic version of an article published in Cole, Barbara (2005) Good Faith and Effort? Perspectives on educational inclusion. Disability and Society, 20 (3). pp. 331-344. Disability and Society is available online at: http://www.informaworld.com/10.1080/09687590500060794 |
| Keywords: | Special educational needs , Work-family interface |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10003440 |
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