Deconstructing Special Education and Constructing Inclusion by Gary Thomas, Andrew Loxley

Deconstructing Special Education and Constructing Inclusion



Download Deconstructing Special Education and Constructing Inclusion




Deconstructing Special Education and Constructing Inclusion Gary Thomas, Andrew Loxley
Language: English
Page: 176
Format: pdf
ISBN: 0335223710, 9780335233953
Publisher:

Review

“A challenging, badly needed book likely to be read for many years to come, certainly by students of education but also by a wider readership of parents, carers and professionals.” – British Journal of Educational Studies (Brit Jnl of Educational Studies )
--This text refers to an out of print or unavailable edition of this title.

About the Author

Gary Thomas took up the post of chair in education at Birmingham in 2005. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education – at the University of Leeds, at Oxford Brookes University, UWE and University College London – his teaching and research have focused on inclusion, special education, and research methodology in education. He has received awards from the ESRC, the Nuffield Foundation, the Leverhulme Trust, the DfES, Barnardos, the Cadmean Trust, local authorities and a range of other organisations. Most of his funded research has been on inclusive or special education, though his Leverhulme Research Fellowship was awarded to examine the role of theory in education. He currently leads an ESRC thematic seminar competition in the Teaching and Learning Research Programme on the assessment of quality in educational research. He is the founding co-editor of a Taylor & Francis Carfax journal, the International Journal of Research and Method in Education and he is an editorial board member of the British Educational Research Journal.

Andrew Loxley is now a lecturer in education at Trinity College,, having previously worked at the University of Leeds and the Open University as a research fellow. Prior to undertaking his PhD in quasi-markets and special education, he worked as a teacher in a residential school for children with behaviour problems.

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