Inclusion and Psychological Intervention in Schools: A Critical AutoethnographySpringer Science & Business Media, 2007 M10 26 - 190 páginas Within the field of inclusive education, a growing body of literature has contributed to a developing knowledge and understanding of conceptual, empirical, philosophical issues and ideas. However, there is still an urgent need for more detailed accounts of how the struggle for change takes place or ‘gets done’ in specific contexts involving particular people. This important book seeks to meet some of these needs by providing stories from the working life of an educational psychologist in England, and his interventions in schools in attempting to contribute to meeting the diverse needs of a range of pupils. In painstaking, sensitive and reflective ways, Quicke offers us some moving insights, detailed observations, challenging questions, which combine to pow- fully establish a picture of the complex, social and cultural contexts called schools, in which the struggle for inclusive thinking, values and relations are to be realized. The author describes himself as a ‘reflective practitioner’, whose work is not id- logically neutral, but informed by a deep commitment and belief in the well-being of all children. He calls his approach ‘autoethnographic’ in order to emphasize the se- reflective nature of the activity. Thus, the stories involve insights into the ambiguity, self-doubt, contradictions, dilemmas and real messiness of his position and expe- ences within his work context. |
Contenido
1 | |
On the Social Meaning of Throwing a Wobbly | 8 |
Promoting Inclusion via the Creation | 11 |
Storm Stress and Standards | 19 |
4 | 53 |
Barry | 60 |
Coda | 67 |
Johns Voice | 79 |
Transfer to the Classroom | 116 |
A Class at the Tipping Point | 122 |
Circle of Friends and Pupil Culture | 129 |
Parents at the Extremities | 137 |
Thats Our Boy Down to a T 149 | 148 |
The Role of the Educational Psychologist | 160 |
A Way Forward? | 166 |
Final Comment | 172 |
Otras ediciones - Ver todas
Inclusion and Psychological Intervention in Schools: A Critical Autoethnography John Quicke Sin vista previa disponible - 2008 |
Inclusion and Psychological Intervention in Schools: A Critical Autoethnography John Quicke Sin vista previa disponible - 2007 |
Inclusion and Psychological Intervention in Schools: A Critical Autoethnography John Quicke Sin vista previa disponible - 2009 |
Términos y frases comunes
ability group ADHD agreed approach asked Asperger's Asperger’s syndrome assessment Audrey autism Barry behaviour boys Brain Gym British Asian child class teacher classroom collaborative context culture curriculum David Deborah democratic described diagnosis difficulties discourse discussed disorder drugs dyslexia Educational Psychology felt football Fred Gary Geoff head teacher idea identified Imran inclusion inclusionary individual interaction Intervention in Schools interview involved issues Janet Jill Gregory John John's Kirsty Kirsty's knew learning lessons Linda literacy mainstream managed metacognitive National Curriculum nurture group OFSTED parents particular Peter practice primary school problem professional progress Psychological Intervention pupils questions reading referred reflect relation relationship role Sandra secondary school seemed SENCO sessions situation skills social special educational needs special needs special school staff statement stories strategies talk targets teaching things Thornbridge thought told usually wanted