Repositioning of special schools within a specialist,personalised educational marketplace – the need for a representative principle     

Jonathan Rix 《International Journal of Inclusive Education》2013,17(2):263-279

This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994 United Nations Educational, Scientific and Cultural Organization (UNESCO). 1994. The Salamanca Statement and Framework for Action on Special Needs Education, Paris: UNESCO. http://www.unesco.org/education/information/nfsunesco/pdf/SALAMA_E.PDF (accessed September 1, 2003) [Google Scholar]) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the terms and ideas of inclusion with the rise of two other constructs, the ‘specialist school’ and ‘personalisation’. It identifies the need for a precisely defined representative principle to theorise the type of school which inclusion aims to achieve, which cannot be subsumed by segregated providers. It suggests that this principle should not focus on the individual, but draw upon a liberal/democratic view of social justice, underlining inclusive education’s role in removing social barriers that prevent equity, access and participation for all.  相似文献   

参考文献的引用应遵循代表性原则   总被引：4，自引：1，他引：3       下载免费PDF全文

陶范 《编辑学报》2008,20(6):483-484

考文献的引用应遵循代表性原则而非权威性原则.阐释为何舍弃权威性原则.判定文献的代表性应重内容要件即论文水平和相关性,形式要件如发表时间先后、学界认可程度、载体档次类型等能起到辅助性作用.  相似文献