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Koutsouris, George; Stentiford, Lauren; Norwich, Brahm – British Educational Research Journal, 2022
Inclusion is seen as an ethical obligation, grounded in notions of equity and social justice for all groups and at all stages of education, with higher education (HE) representing a distinctive space where the inclusion agenda is becoming more influential. However, inclusion is also increasingly recognised as an ambiguous concept that might have…
Descriptors: Inclusion, Educational Policy, Selective Admission, Discourse Analysis
Liu, Yi; Bessudnov, Alexey; Black, Alison; Norwich, Brahm – British Educational Research Journal, 2020
In the past few decades, several countries have introduced reforms aimed at increasing school autonomy. We evaluate the effect of the introduction of autonomous academies in England on the educational trajectories of children with special educational needs. This has been done using longitudinal data on all schoolchildren in state schools in…
Descriptors: Institutional Autonomy, Inclusion, Students with Disabilities, Foreign Countries
Black, Alison; Lawson, Hazel; Norwich, Brahm – Journal of Research in Special Educational Needs, 2019
This study investigates how three secondary subject teachers think about and take account of learner diversity in their lesson planning, enactment and reviewing, with a specific focus on pupils designated as having special educational needs (SEN). The study is significant in the context of international moves in contemporary school teaching…
Descriptors: Secondary School Teachers, Teacher Attitudes, Lesson Plans, Student Diversity
Stentiford, Lauren; Koutsouris, George; Norwich, Brahm – Journal of Research in Reading, 2018
This paper presents findings from a systematic literature review that explored the delivery arrangements of school-based reading interventions for struggling readers aged 5-8 years. Databases were searched for published and unpublished studies from 1970 to 2017, which employed a randomised controlled trial or quasi-experimental design. Sixty-four…
Descriptors: Intervention, Reading Instruction, Reading Difficulties, Teaching Methods
Norwich, Brahm – Cambridge Journal of Education, 2014
This paper aims to examine some tensions that underlie inclusive education as regards pupils with disabilities and difficulties. Two key tensions are analysed: difference as enabling-stigmatising (dilemmas of difference) and participation-protection, both of which can lead to significant dilemmas. Berlin's hedgehog-fox distinction about the unity…
Descriptors: Inclusion, Disabilities, Attitudes toward Disabilities, Special Education
Boyle, Christopher; Topping, Keith; Jindal-Snape, Divya; Norwich, Brahm – School Psychology International, 2012
Policies of inclusion in schools now transcend national boundaries; but much less is known about how teachers interact best with each other in order to establish a successful inclusion environment. School psychologists cannot work in isolation and require being fully conversant with this perennially polemic topic. This article reports on a study…
Descriptors: Social Support Groups, Educational Needs, School Psychologists, Disabilities
Ylonen, Annamari; Norwich, Brahm – European Journal of Special Needs Education, 2012
This paper reports the findings from a project focused on teaching secondary aged pupils with moderate learning difficulties (MLD) using Lesson Study methodology--a collaborative approach for teachers to assess, evaluate and plan a sequence of lessons that focuses on the learning of one to two focus pupils identified as having MLD. The research…
Descriptors: Learning Problems, Teaching Methods, Secondary School Students, Teacher Collaboration
Norwich, Brahm – British Journal of Special Education, 2014
This article, by Brahm Norwich of the Graduate School of Education, University of Exeter, sets the recent legislative changes in the special education system in England, the Children and Families Act (2014), in the context of wider changes in the school system, such as changes in curriculum-assessment, the governance of schools and inspection…
Descriptors: Foreign Countries, Educational Policy, Educational Legislation, Inclusion
Norwich, Brahm – British Journal of Special Education, 2008
In this article, Brahm Norwich, Professor of Education at the University of Exeter, examines the roles that special schools can play within inclusive educational systems. He notes that the percentage of young people in special schools in England has remained broadly stable over a number of years, despite inclusive policy initiatives. Brahm Norwich…
Descriptors: Special Schools, Foreign Countries, Curriculum Development, School Role
Norwich, Brahm – European Journal of Special Needs Education, 2008
This paper reports findings about placement questions relevant to disability in education. It is part of a larger international study of the perspectives of 132 education practitioners and administrators in England, the USA and The Netherlands to several dilemmas of difference. Participants were interviewed about their perspectives to a presented…
Descriptors: Educational Needs, Foreign Countries, Access to Education, Student Placement
Norwich, Brahm – Education 3-13, 2005
This paper considers the contemporary debate about inclusion and inclusive education as this affects children with special educational needs/disabilities. It addresses the continuing question of the relative contributions of value and evidence based considerations in making policies and developing practices. The main point of the paper is to argue…
Descriptors: Educational Needs, Inclusive Schools, Conflict Resolution, Mainstreaming
Norwich, Brahm; Griffiths, Carol; Burden, Bob – European Journal of Special Needs Education, 2005
This paper summarizes an action research project in five local areas in the south-west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive…
Descriptors: Foreign Countries, Parents, Educational Needs, Educational Experience
Norwich, Brahm – 1994
This report summarizes the status of students (ages 5 to 15) with disabilities placed in either special schools or ordinary schools in England local education authorities (LEAs) for the years 1988 through 1992. A summary notes some trends, including: a small increase from 1991 to 1992 in special school placements; wide variations in where LEAs…
Descriptors: Disabilities, Educational Trends, Elementary Secondary Education, Foreign Countries
Norwich, Brahm; Kelly, Narcie – British Educational Research Journal, 2004
This study examined the views of 101 boys and girls aged 10-11 and 13-14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of…
Descriptors: Educational Environment, Learning Problems, Special Needs Students, Disabilities
Peer reviewed
Norwich, Brahm – British Journal of Special Education, 1996
The field of special education is discussed in terms of "connective specialization," the contrary tendencies in the distinctiveness and yet inherent connectedness of special education with other areas of education. Its implications for inclusion are reviewed. The article emphasizes the need to view children as having individual needs,…
Descriptors: Disabilities, Educational Philosophy, Elementary Secondary Education, Foreign Countries
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