Tales from School Learning Disability and State Education after Admi
This is a book about the struggle of many New Zealand families to have their children with learning disabilities included in local community schools. It reviews the influences in the post war period that shaped the state response to the right of all child
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STUDIES IN INCLUSIVE EDUCATION Volume 27 Series Editor Roger Slee, The Victoria Institute, Victoria University, Australia
Editorial Board Mel Ainscow, University of Manchester, UK Felicity Armstrong, Institute of Education, University of London, UK Len Barton, Institute of Education, University of London, UK Suzanne Carrington, Queensland University of Technology, Australia Joanne Deppeler, Monash University, Australia Linda Graham, University of Sydney, Australia Levan Lim, National Institute of Education, Singapore Missy Morton, University of Canterbury, New Zealand
Scope This series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children. Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.
Tales from School Learning Disability and State Education after Administrative Reform
Edited by Rod Wills University of Auckland, New Zealand Missy Morton University of Canterbury, New Zealand Margaret McLean University of Auckland, New Zealand Maxine Stephenson University of Auckland, New Zealand and Roger Slee Victoria University, Melbourne, Australia
SENSE PUBLISHERS ROTTERDAM / BOSTON / TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN 978-94-6209-891-6 (paperback) ISBN 978-94-6209-892-3 (hardback) ISBN 978-94-6209-893-0 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All rights reserved © 2014 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written perm
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