Abstract
Education, in the broadest sense, is the foundations of any progressive society. However, education systems throughout the world are based on structuralist hierarchies which are driven by societal values and norms. For example, traditionally, sciences are valued far more than life skills. This has created significant inequality in the life chances of those with special educational needs and disabilities (SEND) graduating from education. For example, fewer than 10% of people with a learning disability are in paid employment (DfE/DoH, Children and Families Act. Crown, 2014). This is compared to around 70% for those without a learning disability. Social Role Valorisation (Wolfensberger, Social role valorization is too conservative. No, it is too radical. Disability & Society, 10(3), 365–368, 1995) argues that every person has a valued role in society and, through collaboration with the person, should be afforded the opportunity to undertake that role.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Allen, A. (2017). Psychology and education: Unquestionable goods. In T. Williams, T. Billington, D. Goodley, & T. Corcoran (Eds.), Critical educational psychology. BPS Wiley/Blackwell.
Alvesson, M., & Deetz, S. A. (2000). Doing critical management research. Sage Publications.
Beyer, S. R., Meek, A. J., & Davies, A. (2014). Supported work experience and its impact on young people with intellectual disabilities and their families. Journal of Applied Research in Intellectual Disabilities, 27(4), 372–372.
Boronski, T., & Hassan, N. (2015). Sociology of education. Sage Publications.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–124.
Broussine, M. (2008). The seductive qualities of creative methods: Critical awareness. In M. Broussine (Ed.), Creative methods in organizational research. Sage Publications.
Brown, J., & Powell, A. (2018). People with disabilities in employment. Briefing Paper 7540. London, UK: House of Commons Library. Retrieved January 25, 2018, from http://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7540#fullreport
Cahn, E. (2004). No more throw-away people: The co-production imperative. Essential Books.
Crow, G., & Wiles, R. (2008). Managing anonymity and confidentiality in social research: The case of visual data in community research. NCRM Working Paper. ESRC National Centre for Research Methods (Unpublished).
Department for Education and Department of Health (DfE/DoH). (2014). Children and Families Act. Crown.
Department for Education and Department of Health (DfE/DoH). (2015). Special educational needs and disability code of practice: 0 to 25 years. Crown.
Doddington, C. (2015). Embodied arts experience: The educational value of somaesthetics. In Fleming, M., Bresler, L., and O’Toole, J. (eds.) The Routledge International Handbook of the Arts and Education, pp. 60–67. Routledge: Abingdon, UK.
Doddington, C., & Hilton, M. (2007). Child-centred education: Reviving the creative tradition. Sage.
Equality and Human Rights Commission. (2017). Being disabled in Britain: A journey less equal. Equality and Human Rights Commission.
Feltham, C. (2010). Critical thinking in counselling and psychotherapy. Sage.
Fox, D., Prilleltensky, I., & Austin, S. (2009). Critical psychology: An introduction. Sage.
Franklin, S., & Sanderson, H. (2013). Personalisation in practice: Supporting young people with disabilities through the transition to adulthood. Jessica Kingsley Publishers.
Hammond, N. (2015). Forum theatre for children: Enhancing social, emotional and creative development. IOE Press/Trentham Books.
Hammond, N., & Palmer, N. (2018). Personalizing education: A person-centred approach for children with special educational needs. Trentham Books/UCL Institute of Education Press.
Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. UNICEF, International Child Development Centre.
Iannelli, C. (2013). The role of the school curriculum in social mobility. British Journal of Sociology of Education, 34(5–6), 907–928.
Kohn, A. (2015). Progressive education: Why it’s hard to beat, but also hard to find. Bank Street College of Education. Retrieved March 14, 2018, from http://educate.bankstreet.edu/progressive/2
McNiff, J. (2017). Action research. Sage Publications.
Nelson, D. (2013). Action research: An appropriate research paradigm for practitioners. Language in India, 13(10), 183.
O’Brien, J., & O’Brien, C. L. (Eds.). (2000). A little book about person centered planning (2nd ed.). Inclusion Press.
Osburn, J. (1998). An overview of social role valorization theory. The International Social Role Valorization Journal/La revue internationale de la Valorisation des roles sociaux, 3(1), 7–12.
Perren, S., Herrmann, S., Iljuschin, I., Frei, D., Körner, C., & Sticca, F. (2017). Child-centred educational practice in different early education settings: Associations with professionals’ attitudes, self-efficacy, and professional background. Early Childhood Research Quarterly, 38, 137–148.
Plowman, D. A., Baker, L. T., Beck, T. E., Kulkarni, M., Solansky, S. T., & Travis, D. V. (2007). Radical change accidentally: The emergence and amplification of small change. Academy of Management Journal, 50(3), 515–543. https://doi.org/10.5465/AMJ.2007.25525647
Public Health England. (2016). People with learning disabilities in England 2015: Main report. Crown.
Robinson, K. (2006) Do schools kill creativity? Online Retrieved March 6, 2018, from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Sanderson, H., & Lewis, J. (2012). A practical guide to delivering personalisation: Person-Centre practice in health and social care. Jessica Kingsley Publications.
Shuayb, M., & O’Donnell, S. (2008). Aims and values in primary education: England and other countries (primary review research survey 1/2). University of Cambridge Faculty of Education.
Smale, G. G., Tuson, G., Biehal, N., & Marsh, P. (1993). Empowerment, assessment, care management and the skilled worker. HMSO.
Smale, G., Tuson, G., & Statham, D. (2000). Social work and social problems: Working towards social inclusion and social change. Palgrave.
Smith, A., & Bell, S. (2015). Towards inclusive learning environments (TILE): Developing the roadmap for the inclusion of students with special educational needs in vocational education and workplace settings. Support for Learning, 30(2), 150–160.
United Nations. (2016). Leaving no one behind: The imperative of inclusive development. United Nations. Retrieved March 14, 2018, from http://www.un.org/esa/socdev/rwss/2016/full-report.pdf
Wallace, B., Leyden, S., Montgomery, D., Winstanley, C., Pomerantz, M., & Fitton, S. (2009). Raising the achievement of all pupils within an inclusive setting: Practical strategies for developing best practice. Routledge.
White, J., & Rae, T. (2016). Person-centred reviews and transition: An exploration of the views of students and their parents/carers. Educational Psychology in Practice, 32(1), 38–53.
Wolfensberger, W. (1995). Social role valorization is too conservative. No, it is too radical. Disability & Society, 10(3), 365–368.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Hammond, N., Palmer, N. (2022). Towards Social Inclusion: Creating Change Through a Community-Developed Model of Person-Centred Reviews (PCRs) to Support Children with Special Educational Needs and Disabilities (SEND). In: Walker, C., Zlotowitz, S., Zoli, A. (eds) The Palgrave Handbook of Innovative Community and Clinical Psychologies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-71190-0_16
Download citation
DOI: https://doi.org/10.1007/978-3-030-71190-0_16
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-71189-4
Online ISBN: 978-3-030-71190-0
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)