Derrick Armstrong – författare

Discussion about educational provision for children with learning difficulties has largely ignored the voices of those for whom that provision is intended. Experiences of Special Education argues that these ''insider perspectives'' are of central importance for a fuller understanding of special educational needs policy.Bringing a unique focus to the subject of special needs education, Derrick Armstrong reassesses the history of special educational policy through the life-stories of those who have first-hand experience. These stories contest official policy discourses and inform an understanding of the competing political and professional debates in this area, allowing the reader to:* Investigate the social and historical contexts of special educational needs policy* Challenge traditional notions of policy research* Explore alternative policy discourses informed by the voices of the excluded.This thought-provoking book is based on detailed case-study analysis of the experiences of over thirty adults who attended special institutions/schools between 1994 and the present. It provides a fresh perspective on current discussions of special educational provisions for teachers, student teachers, policy makers and academics, involved in special education.

Discussion about educational provision for children with learning difficulties has largely ignored the voices of those for whom that provision is intended. Experiences of Special Education argues that these ''insider perspectives'' are of central importance for a fuller understanding of special educational needs policy.Bringing a unique focus to the subject of special needs education, Derrick Armstrong reassesses the history of special educational policy through the life-stories of those who have first-hand experience. These stories contest official policy discourses and inform an understanding of the competing political and professional debates in this area, allowing the reader to:* Investigate the social and historical contexts of special educational needs policy* Challenge traditional notions of policy research* Explore alternative policy discourses informed by the voices of the excluded.This thought-provoking book is based on detailed case-study analysis of the experiences of over thirty adults who attended special institutions/schools between 1994 and the present. It provides a fresh perspective on current discussions of special educational provisions for teachers, student teachers, policy makers and academics, involved in special education.

Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education.

The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book′s international perspective illuminates common successes, failures and concerns.

With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading.

An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues.

Ann Cheryl Armstrong is the Director of the Division of Professional Learning, Derrick Armstrong is Acting Deputy Vice Chancellor (Education) and Professor of Education and Ilektra Spandagou is a Lecturer in Inclusive Education. They are all based at the University of Sydney, Australia.

Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education.

The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book's international perspective illuminates common successes, failures and concerns.

With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading.

An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues.

Ann Cheryl Armstrong is the Director of the Division of Professional Learning, Derrick Armstrong is Acting Deputy Vice Chancellor (Education) and Professor of Education and Ilektra Spandagou is a Lecturer in Inclusive Education. They are all based at the University of Sydney, Australia.

Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education.

The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book's international perspective illuminates common successes, failures and concerns.

With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading.

An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues.

Ann Cheryl Armstrong is the Director of the Division of Professional Learning, Derrick Armstrong is Acting Deputy Vice Chancellor (Education) and Professor of Education and Ilektra Spandagou is a Lecturer in Inclusive Education. They are all based at the University of Sydney, Australia.