How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy

How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy

This paper considers how teachers, psychologists and policymakers can respect the rights of all school students, through methods that are principled, humane, cost-effective and democratic. It examines how special educational needs and disability (SEND) services affect all school students and teache...

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Main Author: Priscilla Alderson
Format: Article
Language:English
Published: UCL Press 2018-06-01
Series:London Review of Education
Online Access:https://www.scienceopen.com/document?vid=029f6eec-dcc7-479c-90af-9abe1061d7c4
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spelling doaj-dc16be5853b04075a80f486b396ce9232020-12-16T09:45:26ZengUCL PressLondon Review of Education1474-84792018-06-0110.18546/LRE.16.2.01How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policyPriscilla AldersonThis paper considers how teachers, psychologists and policymakers can respect the rights of all school students, through methods that are principled, humane, cost-effective and democratic. It examines how special educational needs and disability (SEND) services affect all school students and teachers, and their rights. The paper considers the history of rights, their meaning and purpose, and how and why they are important. Respect for rights can grow in several ways: in understanding the social and medical models of disability; in choices about SEND services; in educational psychology services; in the way 'normal' and 'special needs' students learn to live and work together, or else to live separate lives when it is then harder for disabled people to join in mainstream society as children and adults. The conclusion relates inclusive and special school policies to larger political concerns.https://www.scienceopen.com/document?vid=029f6eec-dcc7-479c-90af-9abe1061d7c4
collection DOAJ
language English
format Article
sources DOAJ
author Priscilla Alderson
spellingShingle Priscilla Alderson
How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
London Review of Education
author_facet Priscilla Alderson
author_sort Priscilla Alderson
title How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
title_short How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
title_full How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
title_fullStr How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
title_full_unstemmed How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
title_sort how the rights of all school students and teachers are affected by special educational needs or disability (send) services: teaching, psychology, policy
publisher UCL Press
series London Review of Education
issn 1474-8479
publishDate 2018-06-01
description This paper considers how teachers, psychologists and policymakers can respect the rights of all school students, through methods that are principled, humane, cost-effective and democratic. It examines how special educational needs and disability (SEND) services affect all school students and teachers, and their rights. The paper considers the history of rights, their meaning and purpose, and how and why they are important. Respect for rights can grow in several ways: in understanding the social and medical models of disability; in choices about SEND services; in educational psychology services; in the way 'normal' and 'special needs' students learn to live and work together, or else to live separate lives when it is then harder for disabled people to join in mainstream society as children and adults. The conclusion relates inclusive and special school policies to larger political concerns.
url https://www.scienceopen.com/document?vid=029f6eec-dcc7-479c-90af-9abe1061d7c4
work_keys_str_mv AT priscillaalderson howtherightsofallschoolstudentsandteachersareaffectedbyspecialeducationalneedsordisabilitysendservicesteachingpsychologypolicy
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