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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
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
Kelly, Narcie; Norwich, Brahm – British Journal of Educational Psychology, 2004
Background: The study is set in the context of international moves towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision making in education. Aims: To examine how children with moderate learning difficulties (MLD) in mainstream and special schools see…
Descriptors: Learning Problems, Disabilities, Special Schools, Inclusive Schools
Ryder, Denise; Norwich, Brahm – Journal of Research in Special Educational Needs, 2019
Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up-to-date knowledge of what the dyslexia label…
Descriptors: Foreign Countries, College Faculty, Teacher Attitudes, Dyslexia