05018nam 22008893u 450 991082362270332120240131153853.01-136-88704-01-136-88705-91-283-04364-597866130436410-203-83978-1(CKB)2560000000049019(EBL)667848(OCoLC)711874860(SSID)ssj0000468866(PQKBManifestationID)12143143(PQKBTitleCode)TC0000468866(PQKBWorkID)10508200(PQKB)10870823(MiAaPQ)EBC667848(EXLCZ)99256000000004901920130418d2010|||| u|| |engur|n|---|||||txtccrEquality, Participation and Inclusion 1 Diverse Perspectives2nd ed.Hoboken Taylor and Francis20101 online resource (350 p.)Description based upon print version of record.0-415-58423-X Book Cover; Title; Copyright; Contents; Acknowledgements; Chapter 1 Introduction: Another point of view; Chapter 2 Mabel Cooper's life story; Chapter 3 'The stairs didn't go anywhere!': A self-advocate's reflections on specialised services and their impact on people with disabilities; Chapter 4 'Race', gender and educational desire; Chapter 5 Brushed behind the bike shed: Working-class lesbians' experiences of school; Chapter 6 Has classroom teaching served its day?; Chapter 7 The politics of education for all; Chapter 8 Why it remains important to take children's rights seriouslyChapter 9 Youth participation in the UK: Bureaucratic disaster or triumph of child rights?Chapter 10 Social model or unsociable muddle?; Chapter 11 Including all of our lives: Renewing the social model of disability; Chapter 12 Children's experiences of disability: Pointers to a social model of childhood disability; Chapter 13 Towards an affirmation model of disability; Chapter 14 The news of inclusive education: A narrative analysis; Chapter 15 Guardians of tradition: Presentations of inclusion in three introductory special education textbooksChapter 16 Transcending transculturalism?: Race, ethnicity and health-careChapter 17 Countering the Attention Deficit Hyperactivity Disorder epidemic: A question of ethics?; Chapter 18 Inclusion in mainstream classrooms: Experiences of deaf pupils; Chapter 19 Voices on: Teachers and teaching assistants talk about inclusion; Chapter 20 Lessons from the 1 per cent: Children with labels of severe disabilities and their peers as architects of inclusive education; Chapter 21 Children's 'social capital': Implications for health and well-beingChapter 22 Taking looked after children's views into account on a day-to-day level: The perceptions and experiences of children and social workersChapter 23 Aversive disablism: Subtle prejudice toward disabled people; Chapter 24 A collective model of difference; IndexWhat are the experiences of children and young people?How can we think about the challenges they face?What systems and practices can support them?How can we develop greater equality, participation and inclusion across diverse settings?This second edition of Equality, Participation and Inclusion 1: Diverse Perspectives is the first of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This first Reader focuses in particular on the diverse perspectives held by difInclusive educationInclusive educationMulticultural educationMulticultural educationSpecial educationSpecial educationInclusive educationGreat BritainSpecial educationGreat BritainMulticultural educationGreat BritainEducationHILCCSocial SciencesHILCCEducation, Special TopicsHILCCInclusive education.Inclusive education.Multicultural education.Multicultural education.Special education.Special education.Inclusive educationSpecial educationMulticultural educationEducationSocial SciencesEducation, Special Topics370.115371.9/046Rix Jon1686801Nind Melanie802814Sheehy Kieron944685Simmons Katy1597070Walsh Christopher514842AU-PeELAU-PeELAU-PeELBOOK9910823622703321Equality, Participation and Inclusion 14059835UNINA