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The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

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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

Primary contributor

Author T. Booth

Additional details

01 January 2003