Beyond the Whole School Approach

Bibliographic Data

ID6059993
AuthorsAlan Dyson (Newcastle University, corresponding author), Alan Millward (Newcastle University), David Skidmore (0000-0002-2547-3619, Newcastle University)
Year1995
Volume27
Issue2
Pages6-28
Publication date1995-07-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEuropean Education (JOURNAL)
Journal identifiersISSN: 1056-4934 • E-ISSN: 1944-7086
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.2753/eue1056-493427026
OpenAlexW2317808596
LanguageEN
References cited25

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 these tensions by developing an alternative model of provision. This model continues the thrust of the whole school approach toward more individually responsive provision, but also implies a reconceptualization of teaching and learning. The authors argue that the failure of the whole school approach to undertake such a reconceptualization has significantly undermined its effectiveness, and they invite practitioners to consider possibilities opened up by the emerging world

Economics · Mainstream · Pedagogy · Political science · Public relations · Sociology · Collaborative Teaching and Inclusion · Family and Disability Support Research · Law · Teacher Education and Leadership Studies

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