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At a time when various political and administrative bodies are calling for the dissolution of basic writing instruction on four-year college campuses, the need for information concerning the options available to university decision makers has become more and more pressing. A wide range of ...

At a time when various political and administrative bodies are calling for the dissolution of basic writing instruction on four-year college campuses, the need for information concerning the options available to university decision makers has become more and more pressing. A wide range of professional judgments surrounding this situation exits. Mainstreaming Basic Writers: Politics and Pedagogies of Access presents a range of positions taken in response to these recent challenges and offers alternative configurations for writing instruction that attempt to do justice to both students' needs and administrative constraints. Chapter authors include, for the most part, professionals entrusted with the role of advocating for a student population often described as "underprepared," "in need of remediation," and "at risk." Throughout the volume, contributors discuss current institutional developments and describe curricular designs that instructors searching for innovative ways to meet the needs of their heterogenous student populations will find helpful as models of college writing program curricula and administration. This book's focus is to give a fair representation of some of the more noted perspectives from nationally recognized scholars and administrators working in the field of basic writing. This presentation of key positions on the issue of mainstreaming basic writers at the college level is an important resource for all writing program administrators, composition and rhetoric students and scholars, and university decision makers from provosts to deans to department chairs.

Educating Children with Emotional and Behavioural Difficulties shows that it is possible for schools to provide inclusive education for children with social and emotional difficulties without jeopardising the well-being and progression of the children or compromising the academic standing of the ...

Educating Children with Emotional and Behavioural Difficulties shows that it is possible for schools to provide inclusive education for children with social and emotional difficulties without jeopardising the well-being and progression of the children or compromising the academic standing of the school. Using a case-study approach, the importance of school leadership, organisational culture and classroom strategies for working with troubled individuals and their families is also emphasised. The authors also draw attention to the fact that teachers need to recognise and take account of the effect of the neighbourhood, family, educational history and their own viewpoints on a young child's emotional and social development.

Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as "deciders" with regard to the inclusion of pupils with special educational needs. The book also shows ...

Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as "deciders" with regard to the inclusion of pupils with special educational needs. The book also shows how the pupils with SEN actively challenge these decisions and seek to influence perceptions of themselves and their inclusion experiences through the "practices of self". Existing texts tend to focus upon the practices of integration and inclusion, without much attention being paid to what inclusion means to young people. This book will prove invaluable in helping teachers achieve inclusion in the classroom.

This book draws on the experiences of the full circle of people involved in and affected by exclusion: the voices of an excluded child, the parents of excluded children, the voices of teachers, remaining pupils and researchers. The contributors, and issues raised, are international, giving the ...

This book draws on the experiences of the full circle of people involved in and affected by exclusion: the voices of an excluded child, the parents of excluded children, the voices of teachers, remaining pupils and researchers. The contributors, and issues raised, are international, giving the reader everything necessary for considering concepts and practices across countries and cultures, and highlighting ways in which schools might bring down the barriers to participation and learning.