Developing inclusive education policy and practice for looked after children
Inclusive education is not a reality for all and it is vital that those charged with providing a quality education to children who have different abilities or face a range of challenges know what is likely to prove effective in helping all pupils within the education system to succeed to the best of...
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| Format: | Article |
| Language: | English |
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CELCIS
2008-08-01
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| Series: | Scottish Journal of Residential Child Care |
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| _version_ | 1832591609691111424 |
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| author | Joe Francis |
| author_facet | Joe Francis |
| author_sort | Joe Francis |
| collection | DOAJ |
| description | Inclusive education is not a reality for all and it is vital that those charged with providing a quality education to children who have different abilities or face a range of challenges know what is likely to prove effective in helping all pupils within the education system to succeed to the best of their ability (Sebba and Sachdev, 1997). Given all the evidence that looked-after children have extraordinary educational needs (Dixon and Stein, 2002; 2005; Francis, 2000; 2007; Goddard, 2000; HM Inspectors of Schools and the Social Work Services Inspectorate, 2001; Jackson and Sachdev, 2001) and the belief in some quarters that looked-after children in general require special education measures, it is important to consider whether a broader interpretation of the current statutory requirements relating to inclusive education for children with 'additional support needs' might enhance the education of this vulnerable group. |
| format | Article |
| id | doaj-art-e72e8b4c6fce41eba3e0d35c37e62b14 |
| institution | Kabale University |
| issn | 2976-9353 |
| language | English |
| publishDate | 2008-08-01 |
| publisher | CELCIS |
| record_format | Article |
| series | Scottish Journal of Residential Child Care |
| spelling | doaj-art-e72e8b4c6fce41eba3e0d35c37e62b142025-01-22T10:48:14ZengCELCISScottish Journal of Residential Child Care2976-93532008-08-017210.17868/strath.00085897Developing inclusive education policy and practice for looked after childrenJoe FrancisInclusive education is not a reality for all and it is vital that those charged with providing a quality education to children who have different abilities or face a range of challenges know what is likely to prove effective in helping all pupils within the education system to succeed to the best of their ability (Sebba and Sachdev, 1997). Given all the evidence that looked-after children have extraordinary educational needs (Dixon and Stein, 2002; 2005; Francis, 2000; 2007; Goddard, 2000; HM Inspectors of Schools and the Social Work Services Inspectorate, 2001; Jackson and Sachdev, 2001) and the belief in some quarters that looked-after children in general require special education measures, it is important to consider whether a broader interpretation of the current statutory requirements relating to inclusive education for children with 'additional support needs' might enhance the education of this vulnerable group. educational policychildrenresidential care |
| spellingShingle | Joe Francis Developing inclusive education policy and practice for looked after children Scottish Journal of Residential Child Care educational policy children residential care |
| title | Developing inclusive education policy and practice for looked after children |
| title_full | Developing inclusive education policy and practice for looked after children |
| title_fullStr | Developing inclusive education policy and practice for looked after children |
| title_full_unstemmed | Developing inclusive education policy and practice for looked after children |
| title_short | Developing inclusive education policy and practice for looked after children |
| title_sort | developing inclusive education policy and practice for looked after children |
| topic | educational policy children residential care |
| work_keys_str_mv | AT joefrancis developinginclusiveeducationpolicyandpracticeforlookedafterchildren |