Completely revised version of the 2007 prize-winning first edition, with new case-studies coverin... more Completely revised version of the 2007 prize-winning first edition, with new case-studies covering all countries of the UK.
... Margaret J. McLaughlin Martyn Rouse University of Maryland University of Cambridge College Pa... more ... Margaret J. McLaughlin Martyn Rouse University of Maryland University of Cambridge College Park School of Education 2 Florian, L. and Rouse ... Lynne Tilley and Christine Goad at the School of Education University of Cambridge and Valerie Foster and Lauren Morando Rhim ...
This article appeared in a journal published by Elsevier. The attached copy is furnished to the a... more This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright a b s t r a c t While differences in national contexts are associated with variations in how teachers are trained and school systems are organised, the conceptual and philosophical problems of equity and inclusion in schooling are shared concerns. This paper describes how the structure and content of an initial teacher education programme for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core programme. A rationale is presented for the development of 'inclusive practice', followed by a discussion of the reforms and an outline of the effects that are expected in the classroom practices of teachers in schools.
This article explores notions of support and collaboration between teachers and teaching assistan... more This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including ...
Журнал исследований социальной политики. Том 11. No 4
Мартин Раузе*1 Кейт Лапхам**2
... more Журнал исследований социальной политики. Том 11. No 4
Мартин Раузе*1 Кейт Лапхам**2
Путь к инклюзии детей с инвалидностью долог и сложен. Инклюзия – это не пункт назначения, а процесс возрастания степени участия в об- щественной жизни и уменьшения исключения из культуры, общеоб- разовательных школ. В статье показано, как этот путь выстраивается в Казахстане, Кыргызстане и Таджикистане. В Средней Азии суще- ствуют особые вызовы ввиду трансформаций, произошедших здесь в течение последних двадцати лет.
Многие из тем здесь будут общими для других стран мира: преодоле- ние стигмы инвалидности и важность участия родителей в пересмо- тре существующих норм по поводу инвалидности, а также в отноше- нии целей и характера обучения, роль ассоциаций гражданского обще- ства, появление новых способов работы с государственными органами, роль профессионалов в качестве новаторов и сопротивляющихся ин- новациям; а также потребность в профессиональном развитии для того, чтобы поддерживать гибкие образовательные подходы; потреб- ность в новых формах подготовки учителей и других специалистов, которые могли бы учитывать новые подходы к инвалидности; потреб- ность развивать исследовательские умения практиков, чтобы новатор- ские практики могли документироваться и становиться доступными для широкой аудитории.
Ключевые слова: Средняя Азия, Казахстан, Кыргызстан, Таджики- стан, инвалидность, дети, родители, инклюзивное образование
International Journal of Inclusive Education, 2010
Inclusive education is based on the principle that local schools should provide for all children ... more Inclusive education is based on the principle that local schools should provide for all children and young people regardless of any perceived social, emotional, cultural intellectual or linguistic difference or disability. This paper identifies key concepts associated with inclusive education and discusses them in relation to issues in the reform of teacher education. It argues that the reform of teacher education for inclusive education is an important activity in improving educational equity. It presents the study design and some early findings of an innovative research and development project, the Inclusive Practice Project, based in the School of Education at the University of Aberdeen in Scotland.
Rouse, M. , Lapham, K.
Journal of Social Policy Studies 2013. Vol. 11. No. 4. P. 439–456
... more Rouse, M. , Lapham, K.
Journal of Social Policy Studies 2013. Vol. 11. No. 4. P. 439–456
The path to inclusion for children with disabilities is long and complex.Inclusion is not a destination, but a process of increasing participation and reducingexclusion from the culture, curriculum, and community of mainstreamschools. This paper introduces the study that chronicles the journey towardgreater inclusion in Kazakhstan, Kyrgyzstan, and Tajikistan so that all childrenparticipate in education, but it stirs the ghosts of past social norms that differfrom place to place within the region. Central Asia presents particular challengesbecause of the economic, social, political and educational upheaval that hasaffected the region in the past two decades. These six case studies document theprogress and challenges through the stories of children, families, schools, andorganizations with the goal of keeping inclusion on policy agendas and in publicdiscourses. They describe and analyze changes to an understanding of disabilityadvocacy and inclusive education in Central Asia. The stories echo pastdevelopments in many Western countries, but they are specific to Central Asiabecause of the education systems, cultures, and histories of the region. Thereare bumps on the road to inclusion associated with attitudes to disability and thelegacy of defectology. The region’s economic, social, and cultural historieshave to be taken into account. While many of these circumstances may not beconducive to the development of inclusive, participatory educational innovations,the first steps on the road to inclusion have been taken, and interestinglessons emerge. The themes in these cases have parallels in other parts of theworld: overcoming the stigma of disability and the importance of parents inchallenging existing norms about disability and the purpose and nature ofschooling, the role of civic society associations, advocacy groups and NGOs,the emergence of new ways of working with government agencies, the role ofprofessionals as innovators (and resisters) and the need for professional developmentto support flexible educational approaches, the need for new formsof preparation of teachers and other professionals reflecting new approaches todisability, the need to develop the research capacity of practitioners so innovativepractices can be shared with a wider audience.
Citation: (2013) Dolgiy put' navstrechu inklyuzii [] Journal of Social Policy Studies, 4, pp. 439-456 (in Russian)
International Journal of Inclusive Education, Jan 1, 1998
For many, the concept of inclusive schools is seen as the logical development of a more tolerant ... more For many, the concept of inclusive schools is seen as the logical development of a more tolerant and accepting society. Recent debates about inclusion have centred on the rights of children with disabilities to attend mainstream schools and the ways in which schools must ...
... Harry has higher self-esteem now. ... HART, S. (1996) Beyond Special Needs: enhancing childre... more ... Harry has higher self-esteem now. ... HART, S. (1996) Beyond Special Needs: enhancing children's learning through innovative teaching (London, Paul Chapman). ... CS, SMITH, M., ACKLAND, H., BANE, MJ, COHEN, D., GINTER, H., HEYNS, B. & MICHELSON, S. (1972) Inequality ...
International Journal of Inclusive Education, 2006
This paper reports on a multi‐method study that examined the effects of including higher and lowe... more This paper reports on a multi‐method study that examined the effects of including higher and lower proportions of students designated as having special educational needs on student achievement in secondary schools. It explores some of the issues involved in conducting ...
This study explores the beliefs and attitudes that university students enrolled in teacher educat... more This study explores the beliefs and attitudes that university students enrolled in teacher education programmes in Spain, England and the US (Texas) hold about individuals who differ. A beliefs and attitudes toward difference scale (BATD) was constructed using nine dimensions of diversity; culture, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and special talent. A two‐way factorial analysis of variance indicated significant main effects due to the respondent groups on culture, religion and sexual orientation; significant main effects of worldview of difference on political ideology; and no interaction between the two factors on each of the nine domains of difference. An exploratory factor analysis was also performed in order to explore the viability of the theoretical model. The data suggest that attitudes towards people who differ include etic, emic and individual properties. These are discussed in terms of the uses of cross‐cultural data and further research opportunities.
This article explores notions of support and collaboration between teachers and teaching assistan... more This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co-ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well.
Completely revised version of the 2007 prize-winning first edition, with new case-studies coverin... more Completely revised version of the 2007 prize-winning first edition, with new case-studies covering all countries of the UK.
... Margaret J. McLaughlin Martyn Rouse University of Maryland University of Cambridge College Pa... more ... Margaret J. McLaughlin Martyn Rouse University of Maryland University of Cambridge College Park School of Education 2 Florian, L. and Rouse ... Lynne Tilley and Christine Goad at the School of Education University of Cambridge and Valerie Foster and Lauren Morando Rhim ...
This article appeared in a journal published by Elsevier. The attached copy is furnished to the a... more This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright a b s t r a c t While differences in national contexts are associated with variations in how teachers are trained and school systems are organised, the conceptual and philosophical problems of equity and inclusion in schooling are shared concerns. This paper describes how the structure and content of an initial teacher education programme for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core programme. A rationale is presented for the development of 'inclusive practice', followed by a discussion of the reforms and an outline of the effects that are expected in the classroom practices of teachers in schools.
This article explores notions of support and collaboration between teachers and teaching assistan... more This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including ...
Журнал исследований социальной политики. Том 11. No 4
Мартин Раузе*1 Кейт Лапхам**2
... more Журнал исследований социальной политики. Том 11. No 4
Мартин Раузе*1 Кейт Лапхам**2
Путь к инклюзии детей с инвалидностью долог и сложен. Инклюзия – это не пункт назначения, а процесс возрастания степени участия в об- щественной жизни и уменьшения исключения из культуры, общеоб- разовательных школ. В статье показано, как этот путь выстраивается в Казахстане, Кыргызстане и Таджикистане. В Средней Азии суще- ствуют особые вызовы ввиду трансформаций, произошедших здесь в течение последних двадцати лет.
Многие из тем здесь будут общими для других стран мира: преодоле- ние стигмы инвалидности и важность участия родителей в пересмо- тре существующих норм по поводу инвалидности, а также в отноше- нии целей и характера обучения, роль ассоциаций гражданского обще- ства, появление новых способов работы с государственными органами, роль профессионалов в качестве новаторов и сопротивляющихся ин- новациям; а также потребность в профессиональном развитии для того, чтобы поддерживать гибкие образовательные подходы; потреб- ность в новых формах подготовки учителей и других специалистов, которые могли бы учитывать новые подходы к инвалидности; потреб- ность развивать исследовательские умения практиков, чтобы новатор- ские практики могли документироваться и становиться доступными для широкой аудитории.
Ключевые слова: Средняя Азия, Казахстан, Кыргызстан, Таджики- стан, инвалидность, дети, родители, инклюзивное образование
International Journal of Inclusive Education, 2010
Inclusive education is based on the principle that local schools should provide for all children ... more Inclusive education is based on the principle that local schools should provide for all children and young people regardless of any perceived social, emotional, cultural intellectual or linguistic difference or disability. This paper identifies key concepts associated with inclusive education and discusses them in relation to issues in the reform of teacher education. It argues that the reform of teacher education for inclusive education is an important activity in improving educational equity. It presents the study design and some early findings of an innovative research and development project, the Inclusive Practice Project, based in the School of Education at the University of Aberdeen in Scotland.
Rouse, M. , Lapham, K.
Journal of Social Policy Studies 2013. Vol. 11. No. 4. P. 439–456
... more Rouse, M. , Lapham, K.
Journal of Social Policy Studies 2013. Vol. 11. No. 4. P. 439–456
The path to inclusion for children with disabilities is long and complex.Inclusion is not a destination, but a process of increasing participation and reducingexclusion from the culture, curriculum, and community of mainstreamschools. This paper introduces the study that chronicles the journey towardgreater inclusion in Kazakhstan, Kyrgyzstan, and Tajikistan so that all childrenparticipate in education, but it stirs the ghosts of past social norms that differfrom place to place within the region. Central Asia presents particular challengesbecause of the economic, social, political and educational upheaval that hasaffected the region in the past two decades. These six case studies document theprogress and challenges through the stories of children, families, schools, andorganizations with the goal of keeping inclusion on policy agendas and in publicdiscourses. They describe and analyze changes to an understanding of disabilityadvocacy and inclusive education in Central Asia. The stories echo pastdevelopments in many Western countries, but they are specific to Central Asiabecause of the education systems, cultures, and histories of the region. Thereare bumps on the road to inclusion associated with attitudes to disability and thelegacy of defectology. The region’s economic, social, and cultural historieshave to be taken into account. While many of these circumstances may not beconducive to the development of inclusive, participatory educational innovations,the first steps on the road to inclusion have been taken, and interestinglessons emerge. The themes in these cases have parallels in other parts of theworld: overcoming the stigma of disability and the importance of parents inchallenging existing norms about disability and the purpose and nature ofschooling, the role of civic society associations, advocacy groups and NGOs,the emergence of new ways of working with government agencies, the role ofprofessionals as innovators (and resisters) and the need for professional developmentto support flexible educational approaches, the need for new formsof preparation of teachers and other professionals reflecting new approaches todisability, the need to develop the research capacity of practitioners so innovativepractices can be shared with a wider audience.
Citation: (2013) Dolgiy put' navstrechu inklyuzii [] Journal of Social Policy Studies, 4, pp. 439-456 (in Russian)
International Journal of Inclusive Education, Jan 1, 1998
For many, the concept of inclusive schools is seen as the logical development of a more tolerant ... more For many, the concept of inclusive schools is seen as the logical development of a more tolerant and accepting society. Recent debates about inclusion have centred on the rights of children with disabilities to attend mainstream schools and the ways in which schools must ...
... Harry has higher self-esteem now. ... HART, S. (1996) Beyond Special Needs: enhancing childre... more ... Harry has higher self-esteem now. ... HART, S. (1996) Beyond Special Needs: enhancing children's learning through innovative teaching (London, Paul Chapman). ... CS, SMITH, M., ACKLAND, H., BANE, MJ, COHEN, D., GINTER, H., HEYNS, B. & MICHELSON, S. (1972) Inequality ...
International Journal of Inclusive Education, 2006
This paper reports on a multi‐method study that examined the effects of including higher and lowe... more This paper reports on a multi‐method study that examined the effects of including higher and lower proportions of students designated as having special educational needs on student achievement in secondary schools. It explores some of the issues involved in conducting ...
This study explores the beliefs and attitudes that university students enrolled in teacher educat... more This study explores the beliefs and attitudes that university students enrolled in teacher education programmes in Spain, England and the US (Texas) hold about individuals who differ. A beliefs and attitudes toward difference scale (BATD) was constructed using nine dimensions of diversity; culture, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and special talent. A two‐way factorial analysis of variance indicated significant main effects due to the respondent groups on culture, religion and sexual orientation; significant main effects of worldview of difference on political ideology; and no interaction between the two factors on each of the nine domains of difference. An exploratory factor analysis was also performed in order to explore the viability of the theoretical model. The data suggest that attitudes towards people who differ include etic, emic and individual properties. These are discussed in terms of the uses of cross‐cultural data and further research opportunities.
This article explores notions of support and collaboration between teachers and teaching assistan... more This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co-ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well.
** Winner of the nasen Special Educational Needs Academic Book award 2008** There is an enduring ... more ** Winner of the nasen Special Educational Needs Academic Book award 2008** There is an enduring and widespread perception amongst policy makers and practitioners that certain groups of children, in particular those who find learning difficult, have a detrimental ...
Uploads
Books by Martyn Rouse
Papers by Martyn Rouse
Мартин Раузе*1 Кейт Лапхам**2
Путь к инклюзии детей с инвалидностью долог и сложен. Инклюзия – это не пункт назначения, а процесс возрастания степени участия в об- щественной жизни и уменьшения исключения из культуры, общеоб- разовательных школ. В статье показано, как этот путь выстраивается в Казахстане, Кыргызстане и Таджикистане. В Средней Азии суще- ствуют особые вызовы ввиду трансформаций, произошедших здесь в течение последних двадцати лет.
Многие из тем здесь будут общими для других стран мира: преодоле- ние стигмы инвалидности и важность участия родителей в пересмо- тре существующих норм по поводу инвалидности, а также в отноше- нии целей и характера обучения, роль ассоциаций гражданского обще- ства, появление новых способов работы с государственными органами, роль профессионалов в качестве новаторов и сопротивляющихся ин- новациям; а также потребность в профессиональном развитии для того, чтобы поддерживать гибкие образовательные подходы; потреб- ность в новых формах подготовки учителей и других специалистов, которые могли бы учитывать новые подходы к инвалидности; потреб- ность развивать исследовательские умения практиков, чтобы новатор- ские практики могли документироваться и становиться доступными для широкой аудитории.
Ключевые слова: Средняя Азия, Казахстан, Кыргызстан, Таджики- стан, инвалидность, дети, родители, инклюзивное образование
Journal of Social Policy Studies 2013. Vol. 11. No. 4. P. 439–456
The path to inclusion for children with disabilities is long and complex.Inclusion is not a destination, but a process of increasing participation and reducingexclusion from the culture, curriculum, and community of mainstreamschools. This paper introduces the study that chronicles the journey towardgreater inclusion in Kazakhstan, Kyrgyzstan, and Tajikistan so that all childrenparticipate in education, but it stirs the ghosts of past social norms that differfrom place to place within the region. Central Asia presents particular challengesbecause of the economic, social, political and educational upheaval that hasaffected the region in the past two decades. These six case studies document theprogress and challenges through the stories of children, families, schools, andorganizations with the goal of keeping inclusion on policy agendas and in publicdiscourses. They describe and analyze changes to an understanding of disabilityadvocacy and inclusive education in Central Asia. The stories echo pastdevelopments in many Western countries, but they are specific to Central Asiabecause of the education systems, cultures, and histories of the region. Thereare bumps on the road to inclusion associated with attitudes to disability and thelegacy of defectology. The region’s economic, social, and cultural historieshave to be taken into account. While many of these circumstances may not beconducive to the development of inclusive, participatory educational innovations,the first steps on the road to inclusion have been taken, and interestinglessons emerge. The themes in these cases have parallels in other parts of theworld: overcoming the stigma of disability and the importance of parents inchallenging existing norms about disability and the purpose and nature ofschooling, the role of civic society associations, advocacy groups and NGOs,the emergence of new ways of working with government agencies, the role ofprofessionals as innovators (and resisters) and the need for professional developmentto support flexible educational approaches, the need for new formsof preparation of teachers and other professionals reflecting new approaches todisability, the need to develop the research capacity of practitioners so innovativepractices can be shared with a wider audience.
Citation: (2013) Dolgiy put' navstrechu inklyuzii [] Journal of Social Policy Studies, 4, pp. 439-456 (in Russian)
Мартин Раузе*1 Кейт Лапхам**2
Путь к инклюзии детей с инвалидностью долог и сложен. Инклюзия – это не пункт назначения, а процесс возрастания степени участия в об- щественной жизни и уменьшения исключения из культуры, общеоб- разовательных школ. В статье показано, как этот путь выстраивается в Казахстане, Кыргызстане и Таджикистане. В Средней Азии суще- ствуют особые вызовы ввиду трансформаций, произошедших здесь в течение последних двадцати лет.
Многие из тем здесь будут общими для других стран мира: преодоле- ние стигмы инвалидности и важность участия родителей в пересмо- тре существующих норм по поводу инвалидности, а также в отноше- нии целей и характера обучения, роль ассоциаций гражданского обще- ства, появление новых способов работы с государственными органами, роль профессионалов в качестве новаторов и сопротивляющихся ин- новациям; а также потребность в профессиональном развитии для того, чтобы поддерживать гибкие образовательные подходы; потреб- ность в новых формах подготовки учителей и других специалистов, которые могли бы учитывать новые подходы к инвалидности; потреб- ность развивать исследовательские умения практиков, чтобы новатор- ские практики могли документироваться и становиться доступными для широкой аудитории.
Ключевые слова: Средняя Азия, Казахстан, Кыргызстан, Таджики- стан, инвалидность, дети, родители, инклюзивное образование
Journal of Social Policy Studies 2013. Vol. 11. No. 4. P. 439–456
The path to inclusion for children with disabilities is long and complex.Inclusion is not a destination, but a process of increasing participation and reducingexclusion from the culture, curriculum, and community of mainstreamschools. This paper introduces the study that chronicles the journey towardgreater inclusion in Kazakhstan, Kyrgyzstan, and Tajikistan so that all childrenparticipate in education, but it stirs the ghosts of past social norms that differfrom place to place within the region. Central Asia presents particular challengesbecause of the economic, social, political and educational upheaval that hasaffected the region in the past two decades. These six case studies document theprogress and challenges through the stories of children, families, schools, andorganizations with the goal of keeping inclusion on policy agendas and in publicdiscourses. They describe and analyze changes to an understanding of disabilityadvocacy and inclusive education in Central Asia. The stories echo pastdevelopments in many Western countries, but they are specific to Central Asiabecause of the education systems, cultures, and histories of the region. Thereare bumps on the road to inclusion associated with attitudes to disability and thelegacy of defectology. The region’s economic, social, and cultural historieshave to be taken into account. While many of these circumstances may not beconducive to the development of inclusive, participatory educational innovations,the first steps on the road to inclusion have been taken, and interestinglessons emerge. The themes in these cases have parallels in other parts of theworld: overcoming the stigma of disability and the importance of parents inchallenging existing norms about disability and the purpose and nature ofschooling, the role of civic society associations, advocacy groups and NGOs,the emergence of new ways of working with government agencies, the role ofprofessionals as innovators (and resisters) and the need for professional developmentto support flexible educational approaches, the need for new formsof preparation of teachers and other professionals reflecting new approaches todisability, the need to develop the research capacity of practitioners so innovativepractices can be shared with a wider audience.
Citation: (2013) Dolgiy put' navstrechu inklyuzii [] Journal of Social Policy Studies, 4, pp. 439-456 (in Russian)