This Volume focuses on inclusive education for the less than 1 % of school-age population who have been diagnosed with Low-Incidence Disabilities and continue to be marginalized in many ways. This unique contribution provides a wide-range of perspectives on what works to facilitate inclusion in a
variety of contexts. In many countries teachers are being asked to ensure that all of their students achieve, regardless of background or disability leaving many grappling with how to facilitate inclusion for learners with low-incidence disabilities. The first section of this text presents
strategies and supports for inclusion. It offers the reader examples of good practices that practitioners can employ to improve teaching and learning in their school or classroom for these students and their families. The second section offers a range of international perspectives that illuminate
the work being done related to inclusion for learners with low-incidence disabilities within those contexts. This important book highlights the need to include learners with low-incidence disabilities and provides information related to supports and services to achieve that goal across a variety of
Although Lean Six Sigma (LSS) and its popularity in the context of larger manufacturing and service organizations has long been recognized, it is not widely recognized in the context of Higher Education (HE).
This book serves as a practical and systematic roadmap for developing, implementing, sustaining and deploying LSS in any higher education institution. Including various case examples and studies carried out by leading research scholars and practitioners in the field, plus a dedicated chapter on the
tools and techniques which can be utilised for problem solving in the HE sector – the contributors illustrate the power of LSS methodology and its relevant tools in the HE context.
By demonstrating a clear need for LSS, and guiding the reader through practical implementation solutions, this book, edited by a globally recognised leader in LSS methodology, is a must-have resource for academics and continuous improvement professionals who are interested in applying LSS as a
process improvement methodology within the university sector, as well as trainers and consultants who would like to develop LSS training material for their university clients.
Managing problems has always been a major responsibility of headship, but a substantial number of primary heads now regard their role as especially problematic. With a steadily expanding set of responsibilities and an increasingly demanding set of constituencies to satisfy, the problems which
impinge upon primary headship seem set to become ever more challenging. While media sources regularly report increasingly onerous headteacher workloads, ever more rigorous accountability and responsibility demands and over-stretched school budgets, there has been very little empirical research
into the problematic nature of modern primary headship.
By using evidence from interviews with seventy primary headteachers, this book highlights the most serious problems experienced by primary heads. In particular, the management of school finance and premises and relationships with a range of other people involved in the life and work of the school
are shown to be recurring historical issues in primary headship.
This book is a response to these problems and draws upon research on organizational value theory, micropolitics and symbolism as well as school leader succession and socialisation studies. By offering a set of conceptual tools to enhance analysis of problem causes and identification of relevant
management strategies this text will prove a valuable resource for researchers and leaders in education.
In the first section, broad issues associated with assessment for, of, and in learning in inclusive classrooms; measuring the implementation of inclusive policy; identifying and removing barriers to inclusion; resourcing and financing; and, evaluating effective teacher preparation for inclusion
provide the structure for discussion. The second section commences with a current and in-depth review of the literature on the development of international indicators for measuring inclusive education. Examples of some of the models presently employed to frame an evaluation of inclusive practice
are studied. These provide illustrations of effective measurement strategies to evaluate inclusive educational practice at all levels of administration, from governments to classrooms, and ways to recognize the positive outcomes attained by all involved.
Samantha Broadhead, Rosemarie Davies, Anthony Hudson
Access education has been through many changes since its beginnings in the late 1960s. Recent shifts in the academic landscape including standardization, grading, and new tensions in higher education raise difficult questions for educators regarding the future of access education. This book
critically examines various aspects of Access education from a historical perspective. It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by
neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these
tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.
Featuring a Prologue by Professor Penny Jane Burke, and Epilogue by Dr Ciaran Burke
The often-changing definitions of widening participation groups in UK higher education has the potential to lead to inequitable experiences for students who do not fit into traditional typologies. This book considers the experiences of students who care for children while studying (CCS), a group
often discussed only broadly in existing research, to shine a light on the unique barriers and experiences they face.
Problematising ‘who’ is recognised in widening participation and equalities policy, Samuel Dent presents an Institutional Ethnographic study, involving 16 CCS students at a research-intensive UK University and collected over two academic years, to gain further insight into their
institutional experiences. Unearthing the complex reality that CCS students’ experiences vary in proportion to a diverse range of individual circumstances, Dent identifies a consistent theme in which these students experience a pattern of institutionally ‘othering’,
‘individualisation’, and ‘passing’ behaviours. Dent ultimately concludes by tackling the important question of how these patterns of experiential imbalance might be challenged.