ORCID
- Done, Elizabeth: 0000-0001-6627-1928
Abstract
It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter of parental choice and child voice. Meanwhile, the implications of this latest model of inclusive education for teachers and schools in a rapidly changing wider educational landscape have largely been ignored or reduced to a question of training. This paper explores how the inclusive education landscape has changed in England in recent years, charting recent key developments in areas such as policy, statutory guidance and teacher training, with particular reference to teacher workload and the positioning of teachers within political and polemical educational discourse.
DOI
10.1080/02680939.2018.1552763
Publication Date
2019-03-20
Publication Title
Journal of Education Policy
ISSN
0268-0939
Embargo Period
2020-09-19
Organisational Unit
Institute of Education
Keywords
Inclusive education, Performativity, Special educational needs, Teacher workload
Recommended Citation
Done, E. J., & Andrews, M. (2019) 'How inclusion became exclusion: Policy, teachers and inclusive education', Journal of Education Policy, . Available at: https://doi.org/10.1080/02680939.2018.1552763
