Abstract
This chapter considers why, some 28 years after the Salamanca Declaration, inclusion still remains elusive and presents so many challenges for teachers and Special Educational Needs Co-ordinators (SENCOs). It is argued that the pressures on teachers and SENCOs to focus on performance, their own competence, and children’s deficits and best interests leads to a forgetfulness of children’s voices and of their rights. Greater recognition of and involvement with children’s voices and rights, it is suggested, could lead to more ethical practice in the classroom.
Original language | English |
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Title of host publication | The Inclusion Dialogue |
Subtitle of host publication | Debating Issues, Challenges and Tension with Global Experts |
Editors | Joanne Banks |
Publisher | Routledge |
Chapter | 2 |
Pages | 23-35 |
Number of pages | 13 |
Edition | 1st |
ISBN (Electronic) | 9781003263425, 9781000825817 |
ISBN (Print) | 9781032204017, 9781032204024 |
DOIs | |
Publication status | Published - 30 Dec 2022 |
Bibliographical note
Publisher Copyright:© 2023 selection and editorial matter, Joanne Banks; individual chapters, the contributors.
ASJC Scopus subject areas
- General Social Sciences