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Discourse: Studies in the Cultural Politics of Education Volume 38, 2017 - Issue 1: Responsibility and responsibilisation in education
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Articles

Ghostings, materialisations and flows in Britain's special educational needs and disability assemblage

Julie AllanSchool of Education, University of Birmingham, Birmingham, UKCorrespondence[email protected]
&
Deborah YoudellSchool of Education, University of Birmingham, Birmingham, UK
Pages 70-82 | Published online: 12 Nov 2015

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Read on this site (12)

Cathryn Knight, Carmel Conn, Tom Crick & Sian Brooks. (2023) Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis. Educational Review 0:0, pages 1-17.
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Carmel Conn & Susan Davis. (2023) Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy 0:0, pages 1-22.
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Mark Boylan & Gill Adams. (2023) Market mirages and the state’s role in professional learning: the case of English mathematics education. Journal of Education Policy 0:0, pages 1-23.
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Graeme J. Dobson & Graeme Douglas. (2020) Who would do that role? Understanding why teachers become SENCos through an ecological systems theory. Educational Review 72:3, pages 298-318.
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Eimear Enright, David Kirk & Doune Macdonald. (2020) Expertise, neoliberal governmentality and the outsourcing of Health and Physical Education. Discourse: Studies in the Cultural Politics of Education 41:2, pages 206-222.
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Simoni Symeonidou & Katerina Mavrou. (2020) Problematising disabling discourses on the assessment and placement of learners with disabilities: can interdependence inform an alternative narrative for inclusion?. European Journal of Special Needs Education 35:1, pages 70-84.
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Dan Goodley, Rebecca Lawthom, Kirsty Liddiard & Katherine Runswick-Cole. (2019) Provocations for Critical Disability Studies. Disability & Society 34:6, pages 972-997.
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Ceri Brown & Sam Carr. (2019) Education policy and mental weakness: a response to a mental health crisis. Journal of Education Policy 34:2, pages 242-266.
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Glenn C. Savage & Steven Lewis. (2018) The phantom national? Assembling national teaching standards in Australia’s federal system. Journal of Education Policy 33:1, pages 118-142.
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Ben Whitburn, Julianne Moss & Joanne O’Mara. (2017) The National Disability Insurance Scheme and access to education: progressive or coercive policy discourse?. International Journal of Inclusive Education 21:10, pages 1065-1079.
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Ben Whitburn, Julianne Moss & Jo O’Mara. (2017) The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education. Journal of Education Policy 32:4, pages 467-479.
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Teresa Lehane. (2017) “SEN’s completely different now”: critical discourse analysis of three “Codes of Practice for Special Educational Needs” (1994, 2001, 2015). Educational Review 69:1, pages 51-67.
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Articles from other publishers (6)

Sue Soan, Anne Lindblom, Katja Dindar, Eija Kärnä & Mark T. Carew. (2023) Student Teachers' Positive Perceptions of Characteristics and Personality of People on the Autism Spectrum: “Challenging in a Positive Way”. Journal of Autism and Developmental Disorders.
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Joanne E. Taberner. (2023) There are too many kids with special educational needs. Frontiers in Education 8.
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Elsa Davidson. (2020) Potentials of care: The uncertain politics of social and emotional ability and difference in American childhood. Children & Society 34:4, pages 245-260.
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Ceri Brown & Jeremy Dixon. (2019) ‘Push on through’: Children’s perspectives on the narratives of resilience in schools identified for intensive mental health promotion. British Educational Research Journal 46:2, pages 379-398.
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Deborah Youdell. 2018. The Palgrave Handbook of Biology and Society. The Palgrave Handbook of Biology and Society 295 315 .
Julie Allan. 2015. Foundations of Inclusive Education Research. Foundations of Inclusive Education Research 37 52 .

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