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How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy

Alderson, P; (2018) How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy. London Review of Education , 16 (2) pp. 175-190. 10.18546/LRE.16.2.01. Green open access

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Abstract

This paper considers how teachers, psychologists and policymakers can respect the rights of all school students, through methods that are principled, humane, cost-effective and democratic. It examines how special educational needs and disability (SEND) services affect all school students and teachers, and their rights. The paper considers the history of rights, their meaning and purpose, and how and why they are important. Respect for rights can grow in several ways: in understanding the social and medical models of disability; in choices about SEND services; in educational psychology services; in the way 'normal' and 'special needs' students learn to live and work together, or else to live separate lives when it is then harder for disabled people to join in mainstream society as children and adults. The conclusion relates inclusive and special school policies to larger political concerns.

Type: Article
Title: How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
Open access status: An open access version is available from UCL Discovery
DOI: 10.18546/LRE.16.2.01
Publisher version: http://dx.doi.org/10.18546/LRE.16.2.01
Language: English
Additional information: Copyright © 2018 Alderson. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
Keywords: decision-making; educational psychology; equal rights; inclusion; justice; residential schools; segregation; send costs; send outcomes; send policies; social and medical models of disability
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10054248
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