LEARNING TO ENABLE

Through one Headteacher s ethnographic
analysis of practice within his school, this book
investigates how
enabling environments can be achieved within special
schools for
pupils with severe learning difficulties. Drawing
heavily on social
constructivism and activity theory, a comprehensive
analysis of the origins of special education is
given, current models of
disability are critiqued and the perspectives of
pupils, staff and parents
are explored. Major implications and recommendations
for practice are set
out alongside a new model for organisational
analysis and improvement,
based on a progressive view of special education. A
new model of
understanding the experience of disabled children
and young people,
centred on an interactive view
of the individual and society, is put forward to
support the
development of enabling practices for all children.
This book will be of interest to
special educators in
general and, in particular, to school leaders and
policy-makers.
Also, anyone thinking of embarking on prolonged
study within their
professional environment, especially Headteachers,
will find this
book invaluable.

Autorentext

Michael Dobbins MA, born in 1975 in New Jersey (USA), is a PhD candidate and academic assistant at the University of Konstanz (Germany). His current research deals with higher education policy in central and eastern Europe and his further research interests are EU enlargement, comparative higher education and environmental policy.

Klappentext

Through one Headteacher's ethnographicanalysis of practice within his school, this book investigates how enabling environments can be achieved within special schools for pupils with severe learning difficulties. Drawing heavily on social constructivism and activity theory, a comprehensive analysis of the origins of special education is given, current models of disability are critiqued and the perspectives of pupils, staff and parents are explored. Major implications and recommendations for practice are set out alongside a new model for organisational analysis and improvement, based on a progressive view of special education. A new model of understanding the experience of disabled children and young people, centred on an interactive view of the individual and society, is put forward to support the development of enabling practices for all children. This book will be of interest to special educators in general and, in particular, to school leaders and policy-makers. Also, anyone thinking of embarking on prolonged study within their professional environment, especially Headteachers, will find this book invaluable.