Session Information
04 SES 02 C, Achievement and Inclusion: some challenges for pedagogy
Paper Session
Contribution
Method
Expected Outcomes
References
Ainscow, M., Booth, T. and Dyson, A. (2006) Improving Schools, Developing Inclusion, London: Routledge Enabling Education Network (EENET) (2004) EENET Special Edition: Salamanca – Ten Years On, Newsletter: Issue 8 Gardner, H. (2006) Multiple Intelligences: New Horizons, New York: Basic Books Graham, L.J. (2008) ‘From ABCs to ADHD: the role of schooling in the construction of behaviour disorder and production of disorderly objects’ in International Journal of Inclusive Education, Vol. 12, No. 1, pp. 7 - 33 Mowat, J. G. (2009) ‘Inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD): affordances and constraints in International Journal of Inclusive Education, Vol 00, No. 00, Month 2009. 1-17 (awaiting publication) Munn, P., Johnstone, M. and Sharp, S. (2004) Discipline in Scottish Schools: A Comparative survey over time of teachers’ and headteachers’ perceptions, Edinburgh: University of Edinburgh Scottish Executive Education Department (SEED) (2001) For Scotland’s Children: Better Integrated Children’s Services, Edinburgh: HMSO Scottish Executive Education Department (SEED) (2002a) ‘It’s everyone’s job to make sure that I’m alright’ – Report of the Child Protection Audit and Review, Edinburgh: HMSO Scottish Executive Education Department (SEED) (2000b) Circular no. 3/2002, Edinburgh: HMSO Smith, R. and Barr, S. (2008) ‘Towards educational inclusion in a contested society: From critical analysis to creative action’ in International Journal of Inclusive Education, Vol. 12, No. 4, pp. 401 - 422 UNICEF (1989) United Nations Convention of the Rights of the Child, Geneva: United Nations UNICEF (2007) Child Poverty in Perspective: An overview of child well-being in rich countries: Innocenti Report Card 7. Florence: UNICEF Innocenti Research Centre
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