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dc.contributor.authorDevarakonda, Chandrika
dc.contributor.authorHodkinson, Alan
dc.date.accessioned2021-03-23T11:18:37Z
dc.date.available2021-03-23T11:18:37Z
dc.date.issued2011-02-01
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/624375/alan_4.pdf?sequence=3
dc.identifier.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.en_US
dc.identifier.issn1758-2199
dc.identifier.urihttp://hdl.handle.net/10034/624375
dc.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/en_US
dc.description.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.en_US
dc.publisherBritish Education Studies Associationen_US
dc.relation.urlhttps://educationstudies.org.uk/journals/educationalfutures/en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en_US
dc.subjectdisabilityen_US
dc.subjectinclusionen_US
dc.subjectintegrationen_US
dc.subjectspecial educational needsen_US
dc.titleConceptions of inclusion and inclusive education: A critical examination of the perspectives and practices of teachers in Englanden_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Chester; Liverpool Hope Universityen_US
dc.identifier.journalEducationalfuturesen_US
or.grant.openaccessYesen_US
rioxxterms.funderunfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.versionVoRen_US
dcterms.dateAccepted2011-02-01
rioxxterms.publicationdate2011-02-01
dc.date.deposited2021-03-23en_US


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