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Education, disability and social policy$
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Steve Haines and David Ruebain

Print publication date: 2011

Print ISBN-13: 9781847423375

Published to Policy Press Scholarship Online: March 2012

DOI: 10.1332/policypress/9781847423375.001.0001

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PRINTED FROM POLICY PRESS SCHOLARSHIP ONLINE (www.policypress.universitypressscholarship.com). (c) Copyright Policy Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PPSO for personal use.date: 26 September 2021

Complex needs, divergent frameworks: challenges disabled children face in accessing appropriate support services and inclusive educational opportunities

Complex needs, divergent frameworks: challenges disabled children face in accessing appropriate support services and inclusive educational opportunities

Chapter:
(p.22) (p.23) Two Complex needs, divergent frameworks: challenges disabled children face in accessing appropriate support services and inclusive educational opportunities
Source:
Education, disability and social policy
Author(s):

Cherie Booth

Marc Bush

Ruth Scott

Publisher:
Policy Press
DOI:10.1332/policypress/9781847423375.003.0002

This chapter shows that bias towards special schools is due to the complex relationship that has evolved between social care law and children's education. It provides an analysis of England and Wales that determines how the policy and legislative frameworks of education and social care for the last twenty years have taken divergent approaches. This analysis also shows that these divergent approaches have restricted the progress of inclusive education. The chapter does not include a narration of the debates that surround the definition of inclusive education.

Keywords:   special schools, bias, social care, policy frameworks, legislative frameworks, divergent approaches, inclusive education

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