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Government Policy Around Inclusive Education in the UK and the Implications for Children, Families and Teachers
The relevance and value of a post-structuralist theoretical orientation when considering inclusion-related policy will be briefly explained, followed by the identification of recurrent themes in a post-structuralist analysis ...
A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda
(Taylor & Francis (Routledge), 2020-09-11)
In this paper the concepts of fabrication, subjectivation and performativity are mobilised in an analysis of varied exclusionary practices in England’s schools with particular reference to “off-rolling”, defined by the ...
Twice exceptionality in neoliberal education cultures: Implications for Special Educational Needs Coordinators
‘Twice exceptionality’ describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area of learning. A popular discourse around autism and savantism in the United States ...
The role pressures for Special Educational Needs Coordinators as managers, leaders and advocates in the Covid-19 pandemic: implications for inclusive education
This paper aims to provide a literature-based consideration of the role of the Special Needs Educational Coordinator (SENCo) in England during COVID-19 pandemic conditions of school lockdown and partial reopening for ...
Advocacy leadership and the de-professionalising of the Special Educational Needs Coordinator role
The UK government is proposing to replace M-level National Award for Special Educational Needs Coordination (NASENCO) training, mandated for SENCos (SEN Coordinators) in England, with an unaccredited NPQ (National Professional ...