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)

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Hammond, Nick and Palmer, Nicola (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: The Palgrave Handbook of Innovative Community and Clinical Psychologies. Palgrave Macmillan, 303–324. ISBN 978-3-030-71189-4

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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 and 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.

Item Type: Book Section
Uncontrolled Keywords: psychology(all),social sciences(all) ,/dk/atira/pure/subjectarea/asjc/3200
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
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Depositing User: Pure Connector
Date Deposited: 18 Oct 2017 05:10
Last Modified: 02 May 2023 09:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/65178
DOI: 10.1007/978-3-030-71190-0_16

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