A critical interrogation of the contemporary discourses associated with inclusive education in England

Glazzard, Jonathan

Abstract

This paper argues that the standards agenda works in opposition to the inclusion agenda despite government rhetoric, which suggests that both agendas are complementary. The paper emphasises the need to embrace a broader understanding of what constitutes achievement in order to enable all learners to experience success. In developing this critique of recent and current policies of inclusion, the paper draws on earlier papers that have contributed to the debate. This paper argues that the current Code of Practice perpetuates a deficit model of the child, which is largely at odds with notions of inclusion. © 2013 The Author. Journal of Research in Special Educational Needs © 2013 NASEN.

Citation

Glazzard, J. (2013). A critical interrogation of the contemporary discourses associated with inclusive education in England. Journal of Research in Special Educational Needs, 13(3), 182-188. https://doi.org/10.1111/1471-3802.12018

• Journal Article Type: Article
• Online Publication Date: May 20, 2013
• Publication Date: Jul 1, 2013
• Deposit Date: Oct 25, 2023
• Journal: Journal of Research in Special Educational Needs
• Electronic ISSN: 1471-3802
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 13
• Issue: 3
• Pages: 182-188
• DOI: https://doi.org/10.1111/1471-3802.12018
• Keywords: Inclusion; Special educational needs; Social model; Medical model; Achievement
• Public URL: https://hull-repository.worktribe.com/output/4425116