The modus operandi of special education: teachers' ability to analyse student needs and apply it to classroom planning

Kortman, Wendy 2003, The modus operandi of special education: teachers' ability to analyse student needs and apply it to classroom planning, in Inclusive education: a framework for reform : proceedings of the International Conference on Inclusive Education, Centre for Special Needs and Studies in Inclusive Education, Hong Kong Institute of Education, Hong Kong, China, pp. 221-231.

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Title The modus operandi of special education: teachers' ability to analyse student needs and apply it to classroom planning
Author(s) Kortman, Wendy
Conference name International Conference on Inclusive Education (2003: Hong Kong, China)
Conference location Hong Kong, China
Conference dates 16-19 Dec. 2003
Title of proceedings Inclusive education: a framework for reform : proceedings of the International Conference on Inclusive Education
Editor(s) Heung, V.
Ainscow, M.
Publication date 2003
Conference series Inclusive Education Conference
Start page 221
End page 231
Publisher Centre for Special Needs and Studies in Inclusive Education, Hong Kong Institute of Education
Place of publication Hong Kong, China
Keyword(s) education
Summary The contemporary debate about quality education for children with disabilities and impairments has continued to focus on mainstream schools, and, more recently, the emphasis on inclusion considers the reproduction of exclusionary practice within school structures. While the socio-cultural construction of disability is recognised as disabling, this paper argues that a constructive approach to policy implementation can be accomplished by drawing on 'insider' information constructed by teachers involved in inclusive practice.
ISBN 9889791315
9789889791315
Language eng
Field of Research 130312 Special Education and Disability
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2004
Copyright notice ©2004, Centre for Special Needs and Studies in Inclusive Education, Hong Kong Institute of Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005572

Document type: Conference Paper
Collection: School of Scientific and Developmental Studies in Education
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