CHILD EDUCATION AND DEVELOPMENT

Special Child Education and Development

Special Child Education and Development

Introduction

The paper will discuss the models of 'Reconstructing Inclusion as Exclusion', and the 'The social Model of Disability - Ongoing Development' in detail by using the conceptual framework.

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Reconstructing Inclusion as Exclusion

In this article, the Education Reform Act of 1988 brought some changes which had the introduction of National Curriculum (NC) and Local Management of Schools (LMS) to England and Wales. The National Curriculum provided an impetus to consider the way in which the curriculum can be accessible for children having special educational needs (SEN).

The importance and relevance of the National Curriculum for the children having special needs of education was controversial. Some people argued that it brought some new opportunities to the children who were previously excluded (Carpenter, Ashdown and Bovair, 1996). On the other hand, some people saw the major parts of the National Curriculum as limiting and inappropriate (Fletcher-Campbell, 1994).

The introduction of Local Management of Schools characterized the influence of market view of education. Under Local Management of Schools, the schools competed by using the published results, in the education. The parents of these children were treated as the consumers of the market of school and they had the opportunity of showing the preference for a school which they want their child to attend (Fergusson 2007, 65).

The sociology of inclusion and exclusion is a new development in the social sciences over the past thirty to forty years. It takes on some paradigmatic figures in social theory and reconstructed them using the distinction between inclusion and exclusion. The first of these is the paradigmatic figures of membership. This paradigm thinks communicative account of people in social systems as membership, following the example of citizenship or organisational affiliation (Parsons 2008, 401).

Since the social executives and policymakers used the inclusion language, the local authorities spoke the language of the needs of individuals on the ground. The inclusion language has been used along with and in support of basic non inclusive practices. One of the main reasons why this happened was that the concept of special educational needs which have been used as thinking regarding the inclusion. The difficulty is that the special educational needs could be seen as a deep attachment to the view that special educational needs are produced with the impaired pathology of the child (Gewirtz 2001, 365).

These schools are overseen by the Local Education Authority, and managed by a team consisting of parents, school personnel and persons designated by the local education authority. These schools have their own budget for an amount determined by the number of students, and factors such as the degree of social deprivation and the number of children having special educational needs. These are special needs school and a place for these schools may seek all the children in the right age group.

Admission to these schools is run by the Local Education Authority and the space allocated by zoning, whether candidates' siblings attending the school, also have ...