04788nam 2200601 450 991078653080332120230803203103.01-909682-07-11-909682-08-X(CKB)3710000000130032(EBL)1712658(SSID)ssj0001305841(PQKBManifestationID)11859713(PQKBTitleCode)TC0001305841(PQKBWorkID)11274940(PQKB)11301950(MiAaPQ)EBC1712658(EXLCZ)99371000000013003220140628h20142014 uy 0engur|n|---|||||txtccrInclusion in further education /Lydia SpenceleyNorthwich, [England] :Critical Publishing Ltd.,2014.©20141 online resource (142 p.)Further EducationDescription based upon print version of record.1-909682-05-5 Includes bibliographical references at the end of each chapters and index.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 inclusionIntroduction: 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 justiceFrom '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 EducationThe 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?; IntroductionKey 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 roleModels of support and the LSA role 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. Further EducationInclusive educationMainstreaming in educationInclusive education.Mainstreaming in education.371.9046Spenceley Lydia1505347MiAaPQMiAaPQMiAaPQBOOK9910786530803321Inclusion in further education3734831UNINA