Peter Clough - Böcker

This book traces the major stages of thinking in the development of inclusive education. It provides overviews of the main theoretical influences: the medico-psychological model; sociological positions; curriculum studies; school effectiveness and the impact upon policy and practice of the Disability Movement. Positioned and discussed in their historical contexts the book provides a synopsis and critique of the last 50 years of the 20th century, including the introduction of the term 'special educational needs', the practice of integration and the present processes of inclusive education.

The unique features of this book include personal reflections by a number of people who are considered to have had a major influence in the development of Inclusive Education. Summaries of their work, their writing and their thinking are provided - drawn from interviews with them and their own publications.

The book identifies and embraces some major issues. It does so bearing in mind the interests and perspectives of students working within Inclusive education studies and presents some complex issues in an accessible format with a direct style. Linking directly to the student experience, the book concludes with examples of how students have used theories on inclusive education to inform their reflections on practice. The book throughout is deliberately learner-friendly, using sample- group activities and suggested readings, and is designed to be an effective course reader.

This book traces the major stages of thinking in the development of inclusive education. It provides overviews of the main theoretical influences: the medico-psychological model; sociological positions; curriculum studies; school effectiveness and the impact upon policy and practice of the Disability Movement. Positioned and discussed in their historical contexts the book provides a synopsis and critique of the last 50 years of the 20th century, including the introduction of the term 'special educational needs', the practice of integration and the present processes of inclusive education.

The unique features of this book include personal reflections by a number of people who are considered to have had a major influence in the development of Inclusive Education. Summaries of their work, their writing and their thinking are provided - drawn from interviews with them and their own publications.

The book identifies and embraces some major issues. It does so bearing in mind the interests and perspectives of students working within Inclusive education studies and presents some complex issues in an accessible format with a direct style. Linking directly to the student experience, the book concludes with examples of how students have used theories on inclusive education to inform their reflections on practice. The book throughout is deliberately learner-friendly, using sample- group activities and suggested readings, and is designed to be an effective course reader.

This new and revised edition includes an increased focus on:

- inclusion as a political issue

- social class

- poverty

- children's rights

- gay and lesbian parents and staff

This text is essential for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and devleop their own inclusive practices.

Cathy Nutbrown is Professor of Education and Director for Research at the University of Sheffield.

Peter Clough is Honorary Professor of Education at the University of Sheffield

Frances Atherton is Head of Department of Early Childhood Studies, at the University of Chester.

This new and revised edition includes an increased focus on:

- inclusion as a political issue

- social class

- poverty

- children's rights

- gay and lesbian parents and staff

This text is essential for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and devleop their own inclusive practices.

Cathy Nutbrown is Professor of Education and Director for Research at the University of Sheffield.

Peter Clough is Honorary Professor of Education at the University of Sheffield

Frances Atherton is Head of Department of Early Childhood Studies, at the University of Chester.

New to this edition are the following:

- new boxes and guidance on research ethics in every chapter

- more international examples and perspectives

- up to date coverage of online research methods

- more examples from real students

- a new companion website, featuring Powerpoint slides for lecturers

The authors take an applied approach and every chapter contains a variety of practical examples from real research. Readers are encouraged to reflect on their own practice at every step, meaning that the book remains extremely relevant throughout. It will be invaluable for all students who are doing a dissertation or taking a research methods module in education, the social sciences, business and health.

This accessible introduction to the history of early childhood education emphasises the role of history and philosophy in early childhood practice today. Firmly grounded in current policy from across the UK, the text features a series of imagined conversations with key figures and pioneers, which exemplify various philosophical positions in early childhood. This second edition has been fully updated and revised in line with recent policy changes, and contains new and updated biographies of key pioneers as well as three brand new conversations with historical figures.

The book is useful for a range of students of Early Childhood Education or History of Education, from first year undergraduates to PhD students. It will also be incredibly valuable to Early Years trainee teachers, practitioners and policy makers.

This accessible introduction to the history of early childhood education emphasises the role of history and philosophy in early childhood practice today. Firmly grounded in current policy from across the UK, the text features a series of imagined conversations with key figures and pioneers, which exemplify various philosophical positions in early childhood. This second edition has been fully updated and revised in line with recent policy changes, and contains new and updated biographies of key pioneers as well as three brand new conversations with historical figures.

The book is useful for a range of students of Early Childhood Education or History of Education, from first year undergraduates to PhD students. It will also be incredibly valuable to Early Years trainee teachers, practitioners and policy makers.

By bringing together research evidence on effectively supporting parents to engage with their children’s early learning, and the role of education professionals in developing partnerships with families, this book focuses on partnerships between professionals and parents to enhance family learning for young children in literacy and other aspects of early learning.

The move towards setting, home-based, and online learning has accelerated, and it is important for both students and practitioners to value parents’ roles in their young children’s learning; to consider how parents can support young children’s learning in these scenarios, and how to apply this in practice with children aged birth to five.  

Through a wealth of case studies from real experience, the authors showcase an inspiring range of inclusive projects and approaches with families, including marginalised groups such as bilingual learners, fostering families, and families identified as ‘vulnerable’ including imprisoned fathers and children with specific learning needs.

By bringing together research evidence on effectively supporting parents to engage with their children’s early learning, and the role of education professionals in developing partnerships with families, this book focuses on partnerships between professionals and parents to enhance family learning for young children in literacy and other aspects of early learning.

The move towards setting, home-based, and online learning has accelerated, and it is important for both students and practitioners to value parents’ roles in their young children’s learning; to consider how parents can support young children’s learning in these scenarios, and how to apply this in practice with children aged birth to five.  

Through a wealth of case studies from real experience, the authors showcase an inspiring range of inclusive projects and approaches with families, including marginalised groups such as bilingual learners, fostering families, and families identified as ‘vulnerable’ including imprisoned fathers and children with specific learning needs.

Bringing together many professional perspectives on inclusive education, this book explains: policy changes and the role of curriculum and resources in realizing the ideal of inclusion. It reviews different approaches to educational management; and looks at the history of management in special education.

The contributions reflect a period of transition from the special and segregated practices of 20 years ago, to the more intergrated developments of the 1980s, and the wider discourse about `inclusive' education.

`Articulating with Difficulty is an excellent collection and comes highly recommended. It follows Peter Clough and Len Barton's earlier and controversial collection, Making Difficulties (1995), and draws on a wide range of perspectives in disability, inclusive education and Special Education Needs (SEN) research to tease out key issues on "voice".... All contributors share a willingness to engage seriously with challenges thrown down by disabled academics and activists; that they do from different standpoints is another strength of this collection' - Disability & Society

This volume addresses the issue of `voice' in special education research; the voices of the researchers as well as those of the `researched', and the ways in which research mediates identities. It follows on from the well-known and controversial Making Difficulties, also edited by Peter Clough and Len Barton.

The contributors address, among other things: the question of overt and subtle power relations within the research context; the issues of `voice' in emancipatory research; and the view that a more democratic approach to research is made difficult because of the individualized, competitive work culture of higher education and research production.