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 |
|---|---|
| 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
