1.3.8 News sources Many news sources are now available online. Searching an online version of a newspaper is easier, quicker and more effective than searching through printed indexes, microfilm or actual newspapers. 1.3.1 Introduction You can find a lot of information about education on the internet. To find this information you might choose to use: search engines and subject gateways; books and electronic books; databases; journals; encyclopedias; news sources; reports; official publications; statistics; internet resources.< 1.1.6 Keeping up-to-date How familiar are you with the following different ways of keeping up to date with information; alerts, mailing lists, newsgroups, blogs, RSS, professional bodies and societies? 5 – Very familiar 4 – Familiar 3 – Fairly familiar 2 – Not very familiar 1 – Not familiar at all Introduction This unit will help you to identify and use information in education, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organising yo Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence strph / Stephanie Author(s): References 4 Summary Commentators (e.g. Pijl et al., 1997) have described inclusive education as ‘a global agenda’. The persistence of the forces that marginalise individuals or groups of learners, and also the models that would categorise them in particular ways, makes the struggle for inclusion an ongoing one. You will see why at the start of this section we felt it important to define what we and others may mean when we use the term ‘inclusion’. This is because understanding what the term 3.5 Centre for studies on inclusive education (CSIE) In an English context, the influence of the Salamanca Statement can be seen in the work of the Centre for Studies on Inclusive Education (CSIE), which defines inclusive education as principally a human rights issue. CSIE's manifesto, Ten Reasons for Inclusion, states in its headline that ‘Inclusive education is a human right, it's good education and it makes good social sense’ (CSIE, 2004a). The manifesto then expands on the ‘human rights’ issue by providing a further li 3.2 A broad view of inclusion Definitions of ‘inclusion’ and ‘inclusive education’, then, have moved away from a specific focus on disability towards a broader view that encompasses students from minority ethnic or linguistic groups, from economically disadvantaged homes, or who are frequently absent or at risk of exclusion. ‘Inclusive education’ has come to mean the provision of a framework within which all children – whatever their ability, gender, language, ethnic or cultural origin – can be valu 3.1 Who is to be included? Some critics have seen the focus on students with disabilities and difficulties in learning as distracting from the real issue, that is, the processes of inclusion and exclusion that leave many students, not simply those with disabilities, unable to participate in mainstream culture and communities (Booth, 1996). Such processes have an impact on many students, not just those with ‘special educational needs’. In line with this way of thinking, the study of inclusion should be concern 2 Models of thinking In Section 1, you were asked to think about your own definitions of inclusive education. In Section 2, we show how personal experience of inclusion and exclusion has been a major driving force in the development of inclusive education, with disabled adults in particular struggling to redefine their experiences of schooling. One major factor in this struggle towards redefinition has been the shift towards a social model of disability. Rieser and Mason have described a model as ‘not nec 1 Inclusive education: Knowing what we mean There is no doubt that inclusive education is a contested area. Indeed, nationally and internationally, it is the focus of what Daniels has called ‘extraordinary debates concerning definition and ownership’ (Daniels, 2000, p. 1). In this opening section we will look at a range of perspectives on what inclusive education means – drawn from a variety of sources, both ‘official’ and individual. But first let us look at what inclusive education means to you. Introduction This unit introduces you to the contested area of educational inclusion. You will look at differing perspectives on inclusion, in particular the way that medical and social models have influenced and shaped current thinking. You will also think about barriers to inclusion and the difference between integration and inclusion. In addition, you will consider some of the key documents, such as the Salamanca Statement, that underpin current thinking in this area. This material is from our ar 2.1 Evaluating discussion The discussion of talk amongst children in Chapter 6 of Words and Minds is concerned with the adequacy of that talk for ‘getting things done’. The next activity will allow you to attempt a reduced version of a similar evaluation. It will also allow you to compare your evaluation with that provided by one of the unit team (in comments following each example). And, finally, it may also allow you to consider the extent to which you feel such evaluations are valid and useful. Learning outcomes After studying this unit you will have: gained an understanding of ways that spoken language is used to create joint knowledge and understanding, and to pursue teaching and learning; considered the educational implications of some recent research on teaching and learning in face-to-face interactions; tried out some approaches to analysing the spoken language of teaching and learning. 6.1 Knowledge and society If I have seen farther than others, it is because I was standing on the shoulders of giants. Sir Isaac Newton (Letter to Robert Hooke, 1676) At the foreground of this final part of the unit is one of its more important themes – that knowledge is something held, developed and perpetuated both by and in the context of communities, societies and cultures. Newton's declaration to Hooke (above 5.2 Scientists as a community of practice Science has been described as involving observation, description, categorisation, investigation, experimentation and formation of theoretical explanations for naturally occurring phenomena – activities performed by scientists using scientific methods. Jacob Bronowski (1973) said, ‘That is the essence of science: ask an impertinent question, and you are on the way to a pertinent answer’ – an apt way to put it, as with science, we set off from a starting point of curiosity and inc 4.2 Knowing mathematics How much mathematics do you think you know? You may feel that you know quite a lot, or that you are ‘out of practice’ and have forgotten much of it; or perhaps you were never very secure in your mathematical knowledge and feel that you did not achieve complete understanding. Primary teachers are expected to have a confident knowledge of mathematics. You are not expected to reach such a level for this unit, but you do need to know a fair amount. All the mathematics that children go on to d 4.1 From awareness to understanding In this section the mathematical content is more obvious as we talk explicitly about what it means to know and to think in mathematics. We will also address your own personal knowledge in the subject. Like any other activity, doing and learning mathematics involves: using and adapting existing knowledge; acquiring and constructing new knowledge through thinking and learning; building up links that enable known t 2.5 Communicating with language It has been suggested that our ‘linguistic competence’ (Chomsky, 1965) consists simply of the ability to construct ‘well-formed sentences’. The sociolinguist Del Hymes (1979) considered this notion to be far too narrow, and proposed the term ‘communicative competence’ to account for speakers’ ability to use language appropriately. Communicative competence lets us know when to speak and when not to speak, how to take turns in conversations and how to start and end them, and how t
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Advisory Centre for Education (ACE) (2004) ‘Laws to protect children with SEN “in conflict”’, Bulletin no. 121, October, p. 4.
Armstrong, D. (2003) Experiences of Special Education: re-evaluating policy and practice through life stories, London, RoutledgeFalmer.
Aspis, S. (2004) ‘Why exams and tests do not help disabled and non-disabled children learn in the
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