Special educational needs and inclusion, moving forward but standing still? A critical reframing of some key issues.

Hodkinson, Alan (2020) Special educational needs and inclusion, moving forward but standing still? A critical reframing of some key issues. British Journal of Special Education. ISSN 0952-3383 (Accepted for Publication)

Text Possible paper Identity as framed by SEND and inclusion.docx - Accepted Version Download (61kB)

Abstract

This article draws together my thinking in relation to SEN and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of, the construction of SEN, inclusion and the ideology that binds such together. Through this exploration, I argue we often seem to move forward with policy while in reality standing still in ensuring the ‘success’ of all of our pupils. By critiquing and reframing taken for granted assumptions and the sacred words of success and achievement, future directions of inclusive education will be mapped out. The article concludes with a reflection upon my first days as a teacher of SEN and my work to support Kenny a student with cerebral palsy. This personal reflection maps out a different form of educational success that perhaps could provide a forward momentum to develop more successful inclusive education policy and practice.

Item Type:	Article
Additional Information and Comments:	"This is the peer reviewed version of the following article: [Alan Hodkinson, Special educational needs and inclusion, moving forward but standing still? A critical reframing of some key issues], which has been published in final form at [https://doi.org/10.1111/1467-8578.12312]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving."
Faculty / Department:	Faculty of Education and Social Sciences > School of Social Sciences
Depositing User:	Alan Hodkinson
Date Deposited:	20 Apr 2020 13:31
Last Modified:	12 Feb 2021 13:45
URI:	https://hira.hope.ac.uk/id/eprint/3051

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