Jenny Corbett

First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of ‘transition to adulthood’ in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.

First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of ‘transition to adulthood’ in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.

Supporting Inclusive Education is a case study of a London primary school which includes a wide range of learners. It looks at: different teaching and learning styles; the effective use of learning support assistants; responding to challenging behaviour; using specialist strategies; how to research inclusive education; and what makes for a connective pedagogy. It is written for an audience of teacher-researchers in a jargon-free style.Jenny Corbett is a leading expert in the field of inclusive education; her experience in supporting individual learners in mainstream education and the way she links theory to practice make this an essential read for all involved in the area.

Supporting Inclusive Education is a case study of a London primary school which includes a wide range of learners. It looks at: different teaching and learning styles; the effective use of learning support assistants; responding to challenging behaviour; using specialist strategies; how to research inclusive education; and what makes for a connective pedagogy. It is written for an audience of teacher-researchers in a jargon-free style.Jenny Corbett is a leading expert in the field of inclusive education; her experience in supporting individual learners in mainstream education and the way she links theory to practice make this an essential read for all involved in the area.

`As a doctoral student, currently writing a dissertation which focuses on inclusive education, I found this an excellent supportive resource. It brings together the major theorists of the last 20 years and very importantly highlights the perceived change in Mary Warnock's stance towards statementing since the late 1970s. This element of change in the individual, society and policy is an issue which runs through the book and from an emancipatory and postmodernist stance is a vital inclusion. The inclusion of personal reflections greatly adds to the text, instilling a confidence in the student that there is value in being a person with a point of view. For me the publication of the book comes after my own critical analysis of the literature. From a purely selfish aspect, I wish it had been published earlier in my studies. An excellent resource that I would thoroughly recommend - Amazon Review 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.

`As a doctoral student, currently writing a dissertation which focuses on inclusive education, I found this an excellent supportive resource. It brings together the major theorists of the last 20 years and very importantly highlights the perceived change in Mary Warnock's stance towards statementing since the late 1970s. This element of change in the individual, society and policy is an issue which runs through the book and from an emancipatory and postmodernist stance is a vital inclusion. The inclusion of personal reflections greatly adds to the text, instilling a confidence in the student that there is value in being a person with a point of view. For me the publication of the book comes after my own critical analysis of the literature. From a purely selfish aspect, I wish it had been published earlier in my studies. An excellent resource that I would thoroughly recommend - Amazon Review 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.

The power of language is overwhelming and this is shown in the way in which words are used to define, portray and explain people and situations. With this in mind, then, it is interesting to note how the language of "special needs" has always been composed of words and images which foster fear, mistrust, loathing and hostility - "idiot", "imbecile" and "moron" are frequently used as terms of abuse.; Whilst there has been considerable theorizing on the psychological and sociological aspects of special education, as well as a recognition of the influence of policies and politics, there has not yet been a concerted attempt to analyze the way in which language is used to create codes and images. This general lack of interest may be because semantics seem peripheral to special education: the focus has rather been on individual case studies, teaching programmes, legislation and practice.; Jenny Corbett, however, has a particular interest in the language of special needs. Over the past few years she has explored: the ways in which new discourses have emerged to challenge those of enlightened modernity; the political correctness of special needs language in the mid-1990s; and the ways in which imagery is changing as proud labels displace the legacy of negativity. In this book the author brings together the findings of these explorations as she looks at where the language of special needs has emerged from, where it seems to be going at present and what is likely to become of it in the near future. In order to more fully understand why some learners are marginalised and given an inferior status, says Jenny Corbett, it is important to explore the way in which language has been used.