Abstract
This article examines inclusive education in view of the current US policy climate. The No Child Left Behind Act provides the opportunity to examine dominant social forces and the underlying theories of mechanism and positivism that run counter to a constructivist approach to inclusive education. The incompatibility of these theories is explored in terms of four factors that influence efforts to implement change: images of teaching and learning, images of organisation, approaches to policy and organisational characteristics. This framework provides a means of clarifying and working to restore the movement towards inclusive education within local schools and communities.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
