LEADER 05078nam 22009013u 450 001 9910458943003321 005 20210107014508.0 010 $a1-136-88704-0 010 $a1-136-88705-9 010 $a1-283-04364-5 010 $a9786613043641 010 $a0-203-83978-1 035 $a(CKB)2560000000049019 035 $a(EBL)667848 035 $a(OCoLC)711874860 035 $a(SSID)ssj0000468866 035 $a(PQKBManifestationID)12143143 035 $a(PQKBTitleCode)TC0000468866 035 $a(PQKBWorkID)10508200 035 $a(PQKB)10870823 035 $a(MiAaPQ)EBC667848 035 $a(EXLCZ)992560000000049019 100 $a20130418d2010|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEquality, Participation and Inclusion 1$b[electronic resource] $eDiverse Perspectives 205 $a2nd ed. 210 $aHoboken $cTaylor and Francis$d2010 215 $a1 online resource (350 p.) 300 $aDescription based upon print version of record. 311 $a0-415-58423-X 327 $aBook 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 seriously 327 $aChapter 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 textbooks 327 $aChapter 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-being 327 $aChapter 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; Index 330 $aWhat 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 dif 606 $aInclusive education 606 $aInclusive education 606 $aMulticultural education 606 $aMulticultural education 606 $aSpecial education 606 $aSpecial education 606 $aInclusive education$zGreat Britain 606 $aSpecial education$zGreat Britain 606 $aMulticultural education$zGreat Britain 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aEducation, Special Topics$2HILCC 608 $aElectronic books. 615 4$aInclusive education. 615 4$aInclusive education. 615 4$aMulticultural education. 615 4$aMulticultural education. 615 4$aSpecial education. 615 4$aSpecial education. 615 0$aInclusive education 615 0$aSpecial education 615 0$aMulticultural education 615 7$aEducation 615 7$aSocial Sciences 615 7$aEducation, Special Topics 676 $a370.115 676 $a371.9/046 700 $aRix$b Jon$01052785 701 $aNind$b Melanie$0802814 701 $aSheehy$b Kieron$0944685 701 $aSimmons$b Katy$01052786 701 $aWalsh$b Christopher$0514842 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910458943003321 996 $aEquality, Participation and Inclusion 1$92484252 997 $aUNINA