Challenges and dilemmas in inclusive education: What we can learn from children

Julie Allan

doi:10.4324/9781003263425-3

Challenges and dilemmas in inclusive education: What we can learn from children

Julie Allan^*

^*Corresponding author for this work

Disability, Inclusion and Special Needs

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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	https://doi.org/10.4324/9781003263425-3
Publication status	Published - 30 Dec 2022

Bibliographical note

Publisher Copyright:
© 2023 selection and editorial matter, Joanne Banks; individual chapters, the contributors.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

ASJC Scopus subject areas

General Social Sciences

Access to Document

10.4324/9781003263425-3

Cite this

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Challenges and dilemmas in inclusive education: What we can learn from children

Abstract

Bibliographical note

UN SDGs

ASJC Scopus subject areas

Access to Document

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Cite this