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Listening to different voices

Moss, Julianne 2000, Listening to different voices, in ISEC 2000 : Proceedings of the 2000 International Special Education Congress, ISEC, Manchester, England, pp. 1-15.

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Title Listening to different voices
Author(s) Moss, Julianne
Conference name International Special Education. Congress (2000 : Manchester, England)
Conference location Manchester, England
Conference dates 24-28 Jul. 2000
Title of proceedings ISEC 2000 : Proceedings of the 2000 International Special Education Congress
Editor(s) [Unknown]
Publication date 2000
Conference series International Special Education. Congress
Start page 1
End page 15
Publisher ISEC
Place of publication Manchester, England
Summary The paper reports on a larger study carried out in the island state of Tasmania, Australia, between 1996 1998. The research reviewed the impact of the Inclusion of Students with Disabilities Policy (ISDP 1995) within the government school system between 1996-1998.

This Qualitative study interprets and critically analyses the stories of five key informants - a parent, two teachers (a support teacher and a class teacher), a policy maker and a university academic - during the early period of the implementation of the IDSP (1995). The visual and literary 'data stories' produced through the study narrate inclusive schooling in the Tasmanian context as a 'detective story' of the special education knowledge tradition, originating from the policy makers' reality rather than from the transformative experience of developing pedagogical models and processes in classrooms and communities.

The paper presents an argument for a poststructuralist approach to research and policy writing/reading that questions traditionalist theorising in the special education field and populist slogans of 'inclusion'.
Notes
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Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2000, ISEC
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034043

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.