Literature rewiev Essay Example | Topics and Well Written Essays - 1000 words

literary productions rewiev - Essay ExampleShe likewise strongly suggested that adequate training of staff and teachers is needed to improve the note of mainstreaming and cellular inclusion practices.The Audit Commission Report (2002) found that there is a gap between insurance and practice, citing several cases of British give instructions where the duty to mainstream education is absent where the education of a child with SEN is incompatible with the rest. The equivalent report discovered that children with SEN experienced greater or lesser difficulty in gaining admission to their school of choice.Children with emotional and behavioural difficulties had most problems, followed by children with ADHD, and then those with autistic spectrum disorders (ASD). The report findings are supported by Sage (2004) and Wright (2003) but not by Wilkins et al. (2004).Despite the widespread adoption of policies on mainstreaming, and more late on inclusive education for children and young peopl e with SEN, little is actually known about the kin between what teachers think about such policies and the type of learning environments they provide.A study (Monsen & Frederickson, 2004) in parvenue Zealand involving 63 primary school teachers and 1,729 pupils concluded that children taught by teachers who espoused highly supreme attitudes towards mainstreaming were found to have signifi provoketly higher levels of classroom satisfaction and marginally lower levels of classroom friction that children taught by teachers with less positive attitudes.MacKay (2002) challenged many of the public trends in relation to disability and special education needs. Taking a enormous view of developments since Warnock, and providing a fascinating insight into initiatives in Scotland, Gilbert MacKay offered an analysis of five ways in which the notion of disability, and the practical reality of our responses to it, are being unhelpfully removed from the educational arena. Whilst all can stri ve to promote forms of inclusion that encompass ever-widening parameters of diversity, no ones interests are served if the implications of individuals difficulties are simply ignored or wished away. MacKay highlighted dangers in some recent trends but also points the way towards a much more responsive and productive future.Several recent search studies have come out on the experience of inclusion and mainstreaming in British education. Simmons and Bayliss (2007) discussed the role of special schools and the practicality of segregation. Carpenter (2007) focused on the role of schools as research organisations. Whitehurst (2007) emphasised the importance of learning about the experiences of the children who are the object of mainstreaming practices. Keil et al. (2006) came up with enlightening research findings on SEN and disability. Frederickson et al. (2007) assessed the social and affective outcomes of inclusion.Lindsay (2003) addressed the development of inclusion and inclusive practices, models of special educational needs and disability, and the value that underpin thinking about these matters. Basing his argument on the research evidence, Lindsay provides a searching critique of prevailing notions about inclusion and of current approaches to research. His conclusions will be of interest to everyone concerned with the education of children and young