The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement
The involvement of special schools and centres in curriculum policy initiatives has been remarkably limited both in the UK and internationally, and research investigating students' perspectives on the curriculum and teaching and learning in such centres is practically non-existent. The views o...
| Main Author: | |
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| Format: | Article |
| Language: | English |
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UCL Press
2013-06-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460.2013.799810 |
| _version_ | 1797896603171815424 |
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| author | Anthony Feiler |
| author_facet | Anthony Feiler |
| author_sort | Anthony Feiler |
| collection | DOAJ |
| description | The involvement of special schools and centres in curriculum policy initiatives has been remarkably limited both in the UK and internationally, and research investigating students' perspectives on the curriculum and teaching and learning in such centres is practically non-existent.
The views of students on curriculum and pedagogy attending three special schools and a secure unit are explored and four key themes that emerged are discussed. It is proposed that aspects of the provision at the four special centres contribute to inclusive education practices. |
| first_indexed | 2024-04-10T07:44:25Z |
| format | Article |
| id | doaj.art-60acd8fd3024491c805bab3e37f95429 |
| institution | Directory Open Access Journal |
| issn | 1474-8460 1474-8479 |
| language | English |
| last_indexed | 2024-04-10T07:44:25Z |
| publishDate | 2013-06-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-60acd8fd3024491c805bab3e37f954292023-02-23T10:55:59ZengUCL PressLondon Review of Education1474-84601474-84792013-06-011114015610.1080/14748460.2013.799810The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievementAnthony FeilerThe involvement of special schools and centres in curriculum policy initiatives has been remarkably limited both in the UK and internationally, and research investigating students' perspectives on the curriculum and teaching and learning in such centres is practically non-existent. The views of students on curriculum and pedagogy attending three special schools and a secure unit are explored and four key themes that emerged are discussed. It is proposed that aspects of the provision at the four special centres contribute to inclusive education practices.https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460.2013.799810 |
| spellingShingle | Anthony Feiler The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement London Review of Education |
| title | The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement |
| title_full | The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement |
| title_fullStr | The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement |
| title_full_unstemmed | The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement |
| title_short | The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement |
| title_sort | views of students in the 14 19 phase attending three special schools and a secure unit on their learning and achievement |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460.2013.799810 |
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