Inclusion in further education / / Lydia Spenceley

• Record Nr.: UNINA9910827643803321
• Autore: Spenceley Lydia
• Pubbl/distr/stampa: Northwich, [England] : , : Critical Publishing Ltd., , 2014; ©2014
• ISBN: 1-909682-07-1; 1-909682-08-X
• Descrizione fisica: 1 online resource (142 p.)
• Collana: Further Education
• Disciplina: 371.9046
• Soggetti: Inclusive education; Mainstreaming in education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references at the end of each chapters and index.
• Nota di contenuto: Cover; Half-title; Series information; Title page; Copyright information; Table of contents; Meet the author; Meet the series editor; 1 Introduction; Inclusion and Further Education; The purpose of this book; The content of the chapters; Chapter 2: The shape (shifter) of inclusion; Chapter 3: Politics and policy; Chapter 4: New teachers - old ideas?; Chapter 5: Mainstream mayhem; Chapter 6: Label literacy; Chapter 7: NEETs and knots; Chapter 8: Special students; Chapter 9: The distraction of dyslexia; Conclusion; References; Websites; 2 The shape (shifter) of inclusion; Introduction: the meaning of the wordDictionary definitions; The impact of history on inclusion in education; The historical context: a timeline; Ignoring; Segregation; Integration; Inclusion; The example of women; Norms and normativity; The influence of social norms; Degrees of inclusion; Being inclusive; Becoming inclusive; Become inclusive; The importance of language in determining inclusion; The changing nature of the language of inclusion; Language and discourse; The discourse of deficiency; The discourse of normativity; The challenge of the discourse of social justice; From 'needs' to 'rights'Inclusion and the role of the teacher; More questions than answers?; Conclusion; Taking it further; References; Websites; 3 Politics and policy; Introduction; The main political parties; ; The Labour Party; Socialist beliefs; Social democratic beliefs; The Liberal Democrats Party; The Conservative Party; Neoliberal beliefs; Neoconservative beliefs; The major influences affecting politics and policy; Post-war reconstruction (1945-mid-1950s); A more inclusive system?; The inter-party period (mid-1950s-1979); The position of Further Education; The demand for a repositioning of Further EducationThe changing role of education as a tool for inclusion; The Conservative administration (1979-97); The 'business' of education; Vocationalism; Competition; Public accountability; The New Labour era; The 'Third Way'; 'Education, Education, Education'; The social justice agenda; Widening participation; New plans and old foundations; The increased role of Further Education in facilitating social inclusion; Legislation for inclusion; The Coalition; Conclusion; Taking it further; References; Websites; 4 New teachers - old ideas?; Introduction; Key challenges for new teachersFocusing on the learning process; The advantages of group activity; Learning is not simply transfer of knowledge; Learning how to learn; The Pygmalion effect; Adult-to-adult communications; Developing student autonomy; Identifying what motivates students; Getting the best out of group work; Active learning; Encouraging peer interaction; Conclusion; Taking it further; References; Websites; 5 Mainstream mayhem; Introduction; Defining the role of the LSA in Further Education; The teacher's view; The LSA's view; The content and purpose of the role; Models of support and the LSA role
• Sommario/riassunto: A critical understanding of the complex concept of inclusion and its implementation in a range of different contextual settings for all those teaching or training to teach within the Further Education sector.