Salford teacher has work published

21 November 2017 

Anne Shaw, Curriculum Leader for Early Years Care and Education, and teacher, at Salford College of Further Education has her research published.

The article ‘Inclusion: the role of special and mainstream schools’ was published in the September issue of the peer reviewed British Journal of Special Education:

Shaw, A. (2017), Inclusion: the role of special and mainstream schools. British Journal of Special Education, 44: 292–312. doi:10.1111/1467-8578.12181

The well-respected British Journal of Special Education covers a range of learning difficulties relating to children in mainstream and special schools, and is widely read by teachers, researchers and other practitioners.

Anne’s article on ‘inclusion’ relates to the opportunities and arguments, for and against, those who need special education to be taught alongside their non-disabled peers, in mainstream education classrooms.

Anne’s interest in inclusion stemmed from having completed a B.Ed. in Primary and Special Education in 1982. Her teaching coincided with a significant change in the way the special education was being perceived; The Warnock Report ‘Special Educational Needs’ 1978 had not long been published and the 1981 Education Act had just come into place. This sought to transform the educational provision of ‘handicapped’ children by introducing the term ‘special educational needs’ (SEN) and advocating integration of children with SEN in mainstream schools as opposed to segregation in special schools.

Anne trained in a special school for the ‘educationally subnormal,’ which was the derogatory term used for children with learning difficulties at the time. Since qualifying she has been a teacher and Special Education Needs Co-ordinator (SENCO) in mainstream primary schools. 

In her current role as Early Years Education Teacher at Salford College of Further Education, the ‘special school versus mainstream school’ issue is still being debated. She wrote the article ‘Inclusion: the role of special and mainstream schools’ in order to update her knowledge of recent perspectives relating to debate.

Anne said: “I enjoyed researching the topic and am delighted to read my work in print. I hope I have helped the students I teach realise that publishing research is in everyone’s reach.”

Carmel Ormrod, one of Anne’s students, who is studying a Foundation Degree in Early Years Childhood Studies, said: “Anne shows her knowledge and passion for inclusion in education in all she teaches. It is also demonstrated in this informative article.”

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