Alan Millward
Biographic Data
| ID | 4085156 |
|---|---|
| NAME | Alan Millward |
| GIVEN NAMES | Alan |
| FAMILY NAME | Millward |
| SIGNATURE | MILLWARD A |
| AFFILIATIONS | Newcastle University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 2 |
Participation and Democracy
Theories of Inclusion, Theories of Schools
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect to notions of specialness, equality, and entitlement. Three case studies drawn from the authors' research suggest that schools are addressing thes…
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect of notions of specialness, equality and entitlement. Three case studies drawn from research by the authors suggest that schools are addressing the…
Theories of Inclusion, Theories of Schools
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect of notions of specialness, equality and entitlement. Three case studies drawn from research by the authors suggest that schools are addressing the…
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect of notions of specialness, equality and entitlement. Three case studies drawn from research by the authors suggest that schools are addressing the…
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect to notions of specialness, equality, and entitlement. Three case studies drawn from the authors' research suggest that schools are addressing thes…
Theories of Inclusion, Theories of Schools
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Participation and Democracy
Political science (4 works) · Sociology (4 works) · Law (3 works) · Mainstream (3 works) · Pedagogy (3 works) · Collaborative Teaching and Inclusion (2 works) · Economics (2 works) · Education Discipline and Inequality (2 works) · Family and Disability Support Research (2 works) · Inclusion (mineral) (2 works)