Relationships between contrasting discourses of learning difficulty.

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This paper summarizes the findings of studies of schools where initiatives were under way to develop provision for pupils experiencing difficulties in learning, and discusses the theoretical significance of these findings for our understanding of how mainstream schools can be made more inclusive. It submits the 'consensus thesis', which has been influential in recent research in this field, to a critical examination in the light of this evidence. It shows that teaching staff in the schools investigated used contrasting discourses of learning difficulty. The various types of relationship which were found to occur in practice between different constituencies of staff are described and analysed. In the light of this analysis, it is argued that the consensus thesis stands in need of revision. An alternative theoretical account of the relationship between contrasting discourses of learning difficulty and the dynamics of the school development process is proposed.
Original languageEnglish
Pages (from-to)12-20
Number of pages9
JournalEuropean Journal of Special Needs Education
Volume14
Issue number1
DOIs
Publication statusPublished - Mar 1999

Fingerprint

learning disorder
Learning
school initiative
school development
discourse
school
pupil
Consensus
staff
examination
Pupil
learning
evidence
Teaching
Research

Cite this

Relationships between contrasting discourses of learning difficulty. / Skidmore, David.

In: European Journal of Special Needs Education, Vol. 14, No. 1, 03.1999, p. 12-20.

Research output: Contribution to journalArticle

@article{4c1d27b661f44870ac5f430270e020a0,
title = "Relationships between contrasting discourses of learning difficulty.",
abstract = "This paper summarizes the findings of studies of schools where initiatives were under way to develop provision for pupils experiencing difficulties in learning, and discusses the theoretical significance of these findings for our understanding of how mainstream schools can be made more inclusive. It submits the 'consensus thesis', which has been influential in recent research in this field, to a critical examination in the light of this evidence. It shows that teaching staff in the schools investigated used contrasting discourses of learning difficulty. The various types of relationship which were found to occur in practice between different constituencies of staff are described and analysed. In the light of this analysis, it is argued that the consensus thesis stands in need of revision. An alternative theoretical account of the relationship between contrasting discourses of learning difficulty and the dynamics of the school development process is proposed.",
author = "David Skidmore",
year = "1999",
month = "3",
doi = "10.1080/0885625990140102",
language = "English",
volume = "14",
pages = "12--20",
journal = "European Journal of Special Needs Education",
issn = "0885-6257",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Relationships between contrasting discourses of learning difficulty.

AU - Skidmore, David

PY - 1999/3

Y1 - 1999/3

N2 - This paper summarizes the findings of studies of schools where initiatives were under way to develop provision for pupils experiencing difficulties in learning, and discusses the theoretical significance of these findings for our understanding of how mainstream schools can be made more inclusive. It submits the 'consensus thesis', which has been influential in recent research in this field, to a critical examination in the light of this evidence. It shows that teaching staff in the schools investigated used contrasting discourses of learning difficulty. The various types of relationship which were found to occur in practice between different constituencies of staff are described and analysed. In the light of this analysis, it is argued that the consensus thesis stands in need of revision. An alternative theoretical account of the relationship between contrasting discourses of learning difficulty and the dynamics of the school development process is proposed.

AB - This paper summarizes the findings of studies of schools where initiatives were under way to develop provision for pupils experiencing difficulties in learning, and discusses the theoretical significance of these findings for our understanding of how mainstream schools can be made more inclusive. It submits the 'consensus thesis', which has been influential in recent research in this field, to a critical examination in the light of this evidence. It shows that teaching staff in the schools investigated used contrasting discourses of learning difficulty. The various types of relationship which were found to occur in practice between different constituencies of staff are described and analysed. In the light of this analysis, it is argued that the consensus thesis stands in need of revision. An alternative theoretical account of the relationship between contrasting discourses of learning difficulty and the dynamics of the school development process is proposed.

UR - http://dx.doi.org/10.1080/0885625990140102

U2 - 10.1080/0885625990140102

DO - 10.1080/0885625990140102

M3 - Article

VL - 14

SP - 12

EP - 20

JO - European Journal of Special Needs Education

JF - European Journal of Special Needs Education

SN - 0885-6257

IS - 1

ER -