Changing from a special school to an inclusion service

Members of the Somerset Inclusion Project and Gary Thomas (professor and reader in education at the University of the West of England, Bristol) discuss the need for schools to become more inclusive in response to the Government’s recent Green Paper (DfEE, 1997), which emphasises that special schools...

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Bibliographic Details
Published in:British journal of special education 1998-06, Vol.25 (2), p.65-69
Main Authors: Bannister, Carol, Sharland, Vivienne, Upton, Vivian, Walker, David, Thomas, Gary
Format: Article
Language:English
Subjects:
Ancillary School Services
Change Strategies
Coordination
Educational Cooperation
Elementary Secondary Education
Foreign Countries
Inclusion
Inclusive Schools
Mission Statements
Parent Participation
Physical Disabilities
Pupil Personnel Services
Special Schools
Teacher Role
Transition
United Kingdom
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Summary:Members of the Somerset Inclusion Project and Gary Thomas (professor and reader in education at the University of the West of England, Bristol) discuss the need for schools to become more inclusive in response to the Government’s recent Green Paper (DfEE, 1997), which emphasises that special schools need to work in different ways and to provide services to local mainstream schools. The notion that inclusion is right and segregation is wrong led the staff to convert the Princess Margaret School (PMS) in Taunton, Somerset to an inclusion service.
ISSN:0952-3383
1467-8578
DOI:10.1111/1467-8527.t01-1-00059