Disability is an increasingly vital contemporary issue in British social policy especially in education. Education, disability and social policy brings together for the first time unique perspectives from leading thinkers including senior academics, opinion formers, policy makers and school leaders. Key issues covered include: law and international human rights frameworks; policy developments for schools and school leaders; educational inequalities for disabled children and young people and curriculum design and qualifications changes for children who are being failed by the current education system.
The book is a milestone in social policy studies, of enduring interest to students, academics, policy makers, parents and campaigners alike.
"This book seeks to identify and analyse a range of significant issues and questions concerning the position and experiences of disabled people in education and society generally. It highlights some of the complex, contentious and contradictory ideas and practices that are currently integral to the system of policy and provision within education and society generally. It contains a wealth of ideas, insights and questions and should be of interest to all those concerned with the well-being of all learners." Len Barton, Executive Director of IDRIS, Emeritus Professor of Inclusive Education, University of London.
"This book is a powerful contribution to the literature on education, disability and social policy in the UK, of interest to practitioners, experts, and parents alike." Patrick Diamond, Senior Research Fellow, Policy Network
David Ruebain is Chief Executive of the Equality Challenge Unit, the equality organisation for the UK higher education sector. He was formerly Director of Legal Policy at the Equality and Human Rights Commission and former Head of Education and Disability Law at Levenes Solicitors.
Steve Haines was formerly Head of Policy at the Disability Rights Commission and consultant on young disabled people in education to the Nuffield Review of 14-19 Education and the QCA Curriculum Futures Programme.
Preface - Patrick Diamond and Len Barton
Foreword - Lady Hale
Introduction -Steve Haines and David Ruebain
1. Disability and education in historical perspective - Anne Borsay
2. Complex needs, divergent frameworks: challenges disabled children face in accessing appropriate support services and inclusive educational opportunities - Cherie Booth, Marc Bush and Ruth Scott
3. From SEN to Sen: could the ‘capabilities’ approach transform the educational opportunities of disabled children? - Neil Crowther
4. Multi-agency working and disabled children and young people: from ‘what works’ to ‘active becoming - Liz Todd
5. Disabled children’s ‘voice’ and experiences - Ann Lewis
6. Building brighter futures for all our children: education, disability, social policy and the family - Philippa Russell
7. Access to higher education for disabled students: a policy success story? - Sheila Riddell and Elisabet Weedon
8. Meeting the standard but failing the test: children and young people with sensory impairments - Olga Miller, Rory Cobb and Paul Simpson
9. Heading for inclusion: a head teacher’s journey towards an inclusive school - Nigel Utton