TITLE

High Fences and Locked Gates: Extreme Special Needs in the Era of Inclusion

AUTHOR(S)
GASSON, N. RUTH
PUB. DATE
March 2008
SOURCE
New Zealand Journal of Educational Studies;2008, Vol. 43 Issue 1, p107
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Students with disabilities continue to be enrolled in special schools despite evidence that there are more intellectual and social opportunities associated with attendance in inclusive schools. This research is an examination of the educational experiences of the families of 17 severely disabled students from one special school. The aim was to find out why students' families enrolled students at this school, and why families continued to support the special school model. Two main reasons accounted for enrolment in the special school. First, children who were medically fragile needed to go to a school with appropriate facilities, and which was close to where they lived. Second, all of the 12 students who did not identify medical fragility as their primary disability had been enrolled at this school after exclusion from previous educational settings, including other special schools and regular schools. However, once their child was enrolled into this school, 10 of the 12 families expressed strong support for the school. The features of the school that attracted support are identified and described.
ACCESSION #
38507889

 

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