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Despite decades of effort to achieve inclusive education systems, the emphasis on special education persists. This article explores the contradictory impulses that underpin these two concepts and considers whether they can be brought together. It does this through the development of two models; a model of certainty and a ?model of uncertainty?. These models seek to represent and create a platform for thinking about the emergence and perpetuation of these two contradictory impulses and how these contradictions are experienced and might be resolved.

Purpose This paper aims to report the findings of a systematized literature review focusing on participatory research and accessibly in the context of assistive technologies, developed for use within museums by people with sensory impairments or a learning disability. The extent and nature of participatory research that occurs within the creation of technologies to facilitate accessible museum experiences is uncertain, and this is therefore a focus of this paper. Design/methodology/approach This paper is a systematized literature review and subsequent thematic analysis. Findings A screening of 294 research papers produced 8 papers for analysis in detail. A thematic analysis identified that the concept of accessibly has nuanced meanings, underpinned by social values; the attractiveness of a technology is important in supporting real-life usability; and that the conceptualization of participation should extend beyond the end users. Social implications The argument is made that increasing the participation of people with sensory impairments and learning disabilities in the research process will benefit the design of technologies that facilitate accessibility for these groups. Originality/value An original notion of participation has emerged from this review. It includes the participation and goals of disabled people but has expanded the concept to encompass museum personnel and indeed the physical and social spaces of the museums and heritage sites themselves. This constructs a broad of participation, with different aspects being reflected across the review’s research papers.

BACKGROUND: Existing generic technology design principles and guidelines are considered not to be sensitive enough to meet the needs of people with learning difficulties.\ud \ud OBJECTIVE: To propose a unified design framework that can inform the design of technologies for people with learning difficulties\ud \ud METHODS: A literature search was undertaken and the resulting papers were analysed and coded in order to identify common ideas or recommendations that could be clustered into design principles.\ud \ud RESULTS: Four main categories of design principles were identified: learning support, accessibility, usability and agency. A conceptual framework incorporating diversity, difference and digital inclusion offers a way to understand the consequences of applying or not applying some or all of the principles.\ud \ud CONCLUSIONS: A unified framework for the design of technologies for people with learning difficulties has the potential to fill the gap that more generic design guidelines cannot fill with regards to meeting the very specific needs of people with learning difficulties.

This chapter explores how the class and the subject can act as barriers to participation. It argues that if teachers and other education practitioners wish to overcome these barriers, there is a need to reimagine the class and how it operates. This change needs to happen holistically, building upon an understanding of the class as situated within a 'community of provision'. The chapter focuses on creative use of metaphor to develop a fresh and radical conceptualisation of how true and universal inclusion may be achieved in practice. Subject areas are both underpinned by and maintain the notion of technical rationality; the belief that to become a professional one must acquire generalised, systematic, theoretical or scientific knowledge. The class is traditionally a hierarchical space, both for pupils and staff. It is frequently a site of alienation and marginalisation.

Early intervention activities for very young disabled children are frequently linked to developmental targets and goals. A key challenge for parents and practitioners involved in early intervention programmes is to encourage their child to play and develop creatively through enjoyable, everyday childhood experiences. This paper reports on a small-scale ethnographic study involving two young children identified with Down syndrome participating in early intervention programmes and whether and how their creative process was supported through their play and activities with parents and professionals. The ‘in-the-picture’ method used within this ethnographic study was developed from a listening to children paradigm. This article provides examples of the ways in which early intervention that recognises child agency can support children’s play and self-directing ‘little c’ of creativity.

Background In recent years there has been increasing interest in creating diversity of educational provision to meet the full range of needs presented by learners. This is both a reflection, and a partial consequence, of the three central agendas for schooling in many countries—standards, choice and inclusion, and the growth in information communication technologies and associated systems. The complexity of available ‘school’ types makes it increasingly difficult for individuals to explore the differences between the educational programmes on offer. Purpose The purpose of this paper is to map the different forms of provision into a typology that will provide theorists, practitioners, users and policy-makers with a clear set of descriptors to explore current structures and to consider future developments. Nine types of education programme are categorized. Theoretical origins The paper takes the three distinct alternative education types, identified by Raywid, as a starting-point for this Educational Progra...

This paper examines the current use of simplified language materials (SLMs) by teachers and support staff across England. Drawing on a survey of Primary and Secondary schools it identifies the degree to which teachers and support staff use and produce SLMs. It explores both the contradictions and similarities between practitioners’ perceptions of the value of SLMs and the existing research base and policy and professional guidance. It focuses, in particular, on the significance of the perception that SLMs increase comprehension and improves access. It highlights the need to further examine SLM production so as to assess their value as an inclusive education tool.

This paper explores the experiences of early intervention for three families in England. The case study research considers parental perspectives and children's experiences of early intervention: what do parents want and what are children's experiences? In particular the ways in which parents and children participate in early intervention programmes in order to support learning will be explained. Case study data includes interviews with four parents. The early intervention experiences of three children with Down Syndrome aged 3–4 years old will be described and placed within the context of early years and inclusive education policy and practice in England (DfES, 2001, 2003a,b; 2004a; TSO, 2003; QCA, 2000). Recent recognition within Government policy towards increased parental involvement in the learning of young children will be considered within the context of inclusive education and early years policy and practice. The ways in which parents are encouraged to be involved in developing the learning of their children and their support from professional services will be considered. The parents' views and experiences enable a conceptualisation of the implementation of policy and practice, in relation to the opportunities provided and the difficulties encountered. The tensions identified raise questions about whether parents are receiving the kinds of support they need and expect, and in particular whether suitable consideration has been given to the pedagogic models being applied through early intervention programmes.

While activists, politicians and policy-makers grapple with the big picture, teachers and learners are making inclusion happen in their day-to-day lives. This unique text shows the importance and reality of curriculum and pedagogy in developing inclusive practice in a range of settings. Bringing together an exemplary collection of key articles, this Reader provides ways of thinking about inclusive curricula and pedagogy as starting points for possible action, as wel as: * illustrating how teachers can get education right or wrong for diverse learners depending on the pedagogical decisions they make; * discussing the role of the ordinary, special and inclusive pedagogy; * showing examples of teaching that elicits genuine participation and active learning; * providing case studies, and lessons from learners about what makes good teaching for them. Curriculum and Pedagogy in Inclusive Education will be inspirational reading for anyone with an interest in making inclusion happen.

Inclusion is generally recognised as an ongoing, active process which reflects shifts in policies, practice and values as well as political choices made over long periods of time. Drawing upon research visits set 10 years apart, this study aims to examine how two schools with clear inclusive aspirations and intentions have weathered the last decade and reports on their perception of the journey travelled. Data from the research show that in both cases there was a shift away from practices that were previously seen as being central to the development of inclusion, caused by the interplay between political, pedagogic and social factors. The study also suggests that the pervasive influence of the special education and medical model can shape the extent of change in schools.

About the book: This book provides a distillation of knowledge in the various disciplines of arts education. These include dance, drama, music, literature, poetry and visual arts. The handbook synthesizes existing research literature, helps define the past, and contributes to shaping the substantive and methodological future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the lived practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice.

A new film offers practical advice and guidance for teachers, classroom assistants and families. Available on DVD, it presents views on classroom practice and effective inclusion, with examples of children at work and at play in UK schools.