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Engaging with disabling policies: troubles and contests in a local education authority

Barton, Len and Armstrong, Felicity (2003) Engaging with disabling policies: troubles and contests in a local education authority. Research in Education, 70. pp. 37-49. ISSN 0034-5237

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Item Type: Article
Additional Information: Theme: equity and social justice in education Field of enquiry: policy making in a local education authority in England, relating education and disability This paper examines the policy making processes relating to a stated policy on 'inclusion' adopted by a local education authority. The study is based on empirical research involving: documentary analysis, a perusal of quatitaive data, interviews with teachers, parents and policy makers. It examines the 'unintended' outcomes of the closure of special schools, which often procude new inequalities through the re-categorisation of disabled children as a beaucratic measure to maintain their presences in special education. the authors are not aware of any other micro-study of policy making from this perspective. Contribution by F. Armstrong: 50%
Controlled Keywords: Special needs school, Public policy analysis, Equal opportunities
Divisions: IOE Departments > Departments > Education Foundations and Policy Studies
IOE Departments > Departments > Humanities and Social Sciences
Depositing User: IOE Repository Editor (2)
Date Deposited: 13 May 2010 16:51
Last Modified: 14 Oct 2013 11:41
URI: http://eprints.ioe.ac.uk/id/eprint/4524
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