Contact

Send us your feedback

Thank you for your feedback. An email has been sent to the ESRC support team.

An error occured whilst sending your feedback. Please review the problems below.

Our Research Catalogue contains grants and outputs data up until April/May 2014.

Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

« View grant details

Journal article details

Representing the institution : reflections on barriers to inclusive teacher education
This article discusses some of the barriers to the development of inclusive teacher education in England. The way inclusion is supported and opposed within national policies is considered. The argument is put forward that the national approach to the development of public institutions, including schools, colleges and universities, with its strong emphasis on standards and accountability has particular implications for the working of institutions of higher education. The author analyses what inclusion means for colleagues in the Canterbury Christ Church University College, the barriers to inclusion that they encounter and the progress towards inclusion that they perceive. Suggestions are offered for countering barriers to inclusive development. These issues are discussed in relation to disability, racialism and gender.
Original Document
English

Primary contributor

Author T. Booth

Additional details

16
4
Yes
0818-6286
01 January 2003
5-22
Canberra
Post-print
Interaction