Inclusion and Psychological Intervention in Schools: A Critical Autoethnography

Description: Inclusion and Psychological Intervention in Schools by John Quicke In painstaking, sensitive and reflective ways, Quicke offers us some moving insights, detailed observations, challenging questions, which combine to pow- fully establish a picture of the complex, social and cultural contexts called schools, in which the struggle for inclusive thinking, values and relations are to be realized. FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description Within the field of inclusive education, a growing body of literature has contributed to a developing knowledge and understanding of conceptual, empirical, philosophical issues and ideas. However, there is still an urgent need for more detailed accounts of how the struggle for change takes place or gets done in specific contexts involving particular people. This important book seeks to meet some of these needs by providing stories from the working life of an educational psychologist in England, and his interventions in schools in attempting to contribute to meeting the diverse needs of a range of pupils. In painstaking, sensitive and reflective ways, Quicke offers us some moving insights, detailed observations, challenging questions, which combine to pow- fully establish a picture of the complex, social and cultural contexts called schools, in which the struggle for inclusive thinking, values and relations are to be realized. The author describes himself as a reflective practitioner, whose work is not id- logically neutral, but informed by a deep commitment and belief in the well-being of all children. He calls his approach autoethnographic in order to emphasize the se- reflective nature of the activity. Thus, the stories involve insights into the ambiguity, self-doubt, contradictions, dilemmas and real messiness of his position and expe- ences within his work context. Notes Vivid descriptions which bring alive the dilemmas of professional practiceShows how stories can generate insights in a different way from other researchProvides worked examples of successful and unsuccessful inclusion strategiesReadable, accessible to the general reader, but intellectually seriousLinks special educational needs to broader educational issues but is practical Back Cover This book consists of a number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England. The aim is to provide accounts which do not shirk from describing failures as well as successes and which reflect the general messiness of this kind of work. They are written as stories from the point of view of an educational psychologist who regards himself as a critical reflective practitioner whose professional practice is grounded in a democratic, inclusive philosophy. The methodology of the book draws on the qualitative research tradition in social science and education, in particular ethnography and action research, and makes a unique contribution to the role of storying in this kind of research. The author feels that his approach represents a challenge to conventional constraints on research in his own profession which prevent the development of a more open dialogue about the role and purpose of psychological interventions to promote inclusion. The worked examples of practical strategies in mainstream provide insights which should be of interest to all support professionals, teachers, educationalists and others concerned with inclusion of pupils described as having special educational needs. Table of Contents Storm, Stress and Standards.- From Classroom to Colditz via a Learning Support Unit.- A Girl Who Squeezed in and out of Everywhere.- Giving up on Them: A Tale of Despair.- Against the Trend in Primary Schools.- Off the Differentiation Map: Why Did Inclusion Fail?.- Constructing a Disordered Identity in a Child-Centred School.- Action Research, Learning and Football Culture: A Successful Intervention?.- On the Social Meaning of Throwing a Wobbly and the Question of Survival in a Primary Classroom.- Parents at the Extremities.- We Might be Losing Him.- Thats Our Boy Down to a T.- Conclusion: Promoting Inclusion via the Creation of Democratic Learning Communities. Long Description Within the field of inclusive education, a growing body of literature has contributed to a developing knowledge and understanding of conceptual, empirical, philosophical issues and ideas. However, there is still an urgent need for more detailed accounts of how the struggle for change takes place or gets done in specific contexts involving particular people. This important book seeks to meet some of these needs by providing stories from the working life of an educational psychologist in England, and his interventions in schools in attempting to contribute to meeting the diverse needs of a range of pupils. In painstaking, sensitive and reflective ways, Quicke offers us some moving insights, detailed observations, challenging questions, which combine to pow- fully establish a picture of the complex, social and cultural contexts called schools, in which the struggle for inclusive thinking, values and relations are to be realized. The author describes himself as a reflective practitioner, whose work is not id- logically neutral, but informed by a deep commitment and belief in the well-being of all children. He calls his approach autoethnographic in order to emphasize the se- reflective nature of the activity. Thus, the stories involve insights into the ambiguity, self-doubt, contradictions, dilemmas and real messiness of his position and expe- ences within his work context. Feature Vivid descriptions which bring alive the dilemmas of professional practice Shows how stories can generate insights in a different way from other research Provides worked examples of successful and unsuccessful inclusion strategies Readable, accessible to the general reader, but intellectually serious Links special educational needs to broader educational issues but is practical Details ISBN1402063679 Author John Quicke Short Title INCLUSION & PSYCHOLOGICAL INTE Series Inclusive Education: Cross Cultural Perspectives Language English ISBN-10 1402063679 ISBN-13 9781402063671 Media Book Format Hardcover Series Number 6 Year 2007 Subtitle A Critical Autoethnography Imprint Springer-Verlag New York Inc. Place of Publication New York, NY Country of Publication United States DEWEY 371.9 DOI 10.1604/9781402063671;10.1007/978-1-4020-6368-8 UK Release Date 2007-11-05 AU Release Date 2007-11-05 NZ Release Date 2007-11-05 US Release Date 2007-11-05 Illustrations XII, 190 p. Publisher Springer-Verlag New York Inc. Edition Description 2008 ed. Edition 2008th Publication Date 2007-11-05 Alternative 9781402096143 Audience Postgraduate, Research & Scholarly Pages 188 We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:96278470;

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