Inclusive education in New Zealand
Policies, politics and contradictions
Bibliographic Data
| ID | 12579221 |
|---|---|
| Authors | Judith Selvaraj (University of Auckland, corresponding author) |
| Year | 2014 |
| Volume | 19 |
| Issue | 1 |
| Pages | 86-101 |
| Publication date | 2014-04-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2014.907584 |
| OpenAlex | W2165811423 |
| Language | EN |
| Citations received | 5 |
| References cited | 25 |
This article argues that the progressive education policies introduced into New Zealand special education (SE) services during the late 1980s were sabotaged by neoliberal policies. The vision of inclusive education for students with special educational needs (SEN) and disabilities was swept up in a wave of successive ideological policies and practices between 1989 and 2013 that polarised and rationalised the SE services to both schools and students. Three time periods will be examined to show how the intended rhetoric and ideologically driven benefits of the neoliberal policies removed, rather than maintained, the support that was needed for these policies to succeed. The ‘neoliberal changes’ (1990–1999) focus on policy developments for students with SEN which sought to provide them with the same educational opportunities and choices as all other students. The ‘de-segregation period’ (2000–2007) examines the implementation of those policy shifts within inclusive educational settings. The ‘continued uncertainty’ (2008–2013) looks at ways in which current policy and practice reflect changes in government and how policies have worked against cohesion and stability in fulfilling this commitment. This article demonstrates how historical, economic and political factors interrupted the social and educational commitment to securing the rights of all students to be schooled with their age peers
Economic growth · Economics · Education policy · Government (linguistics · Higher education · Ideology · Neoliberalism (international relations · Political economy · Political science · Politics · Rhetoric · Sociology · Collaborative Teaching and Inclusion · Disability Education and Employment · Education Systems and Policy · Law · Public Administration
Educator Perspectives on the Inclusion of Tamariki Takiwātanga Māori (Autistic Māori Children) in Early Childhood Education
Voluntad política a favor de la educación inclusiva y equitativa
Soft and hard variables in determining pre‐service teachers' intentions and decisions to pursue a special education career
Inclusive education in the Slovak Republic two decades after the dissolution of Czechoslovakia
Beginner secondary teacher preparedness for inclusion
The Irregular School
Social justice and the changing directions in educational research
Including people with disabilities
Who’s in, who’s out of New Zealand public schools? How decisions are shaped
Including disabled children at school
Inclusion
Introduction to the special issue – making inclusive education happen
Inclusive education policy in New Zealand
Special Education 2000
The repetition of exclusion
Reculturing for equity through integrated services
Asking for the moon’? a critical assessment of Australian disability discrimination laws in promoting inclusion for students with disabilities
A case study of inclusive school development
Globalisation, knowledge economy and comparative education
Rolling Back the State
Local States of Emergency
The Cultural Politics of Disability, Education and the Law
Educational psychology and the effectiveness of inclusive education/mainstreaming
| Citations per year | 0.45 |
|---|---|
| Citation span | 2015 - 2026 (12) |
| Highly cited | No |