Conceptions of inclusion and inclusive education: A critical examination of the perspectives and practices of teachers in England
AffiliationUniversity of Chester; Liverpool Hope University
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AbstractThis paper details the development and operation of a system of inclusive education in England during the latter part of the 20th and the beginning of the 21st Century. Through the employment of a literature review and in-depth semi-structured interviews the study sought to determine how teachers defined and operationalised inclusive education in their schools. The studys conclusion details that although many teachers had struggled to understand and operationalise inclusion they had tried very hard to make this initiative work for them, their pupils and their schools. Where inclusion had been most successful was in schools where levels of training were high and ones in which the ethos was positive and supportive of this important educational initiative.
CitationHodkinson, A., & Devarakonda, C. (2011). Conceptions of inclusion and inclusive education: A critical examination of the perspectives and practices of teachers in England. Educationalfutures, 3(1), 52-65.
DescriptionThis document is the Accepted Manuscript version of a published work that appeared in final form in Educationalfutures. To access the final edited and published work see https://educationstudies.org.uk/journal/ef/volume-31-2011/conceptions-inclusion-inclusive-education-critical-examination-perspectives-practices-teachers-england/alan_4/; https://educationstudies.org.uk/journals/educationalfutures/
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc/4.0/