Inclusive and Supportive Education Congress
1st - 4th August 2005. Glasgow, Scotland
about the conference
We are using the five-theme structure of the University of Strathclyde's EdD programme as a framework for potential papers, posters and workshops at the conference.
Curriculum is the set of experiences encountered by learners in education. It has been described as a sample of the culture whose acquisition cannot be left to chance. What is the quality and the range of those experiences? Who decides what the sample consists of? What are the cultures we wish to develop and maintain? What is the evidence for official and unofficial curricula?
Pedagogy is the study of teaching and learning. What do we know about styles of teaching and styles of learning? To what extent are there universal rules of teaching and learning? To what extent is individualisation a desirable and necessary quality? What is the relationship between pedagogy and areas of the curriculum?
Individuals show differences as they progress from infancy to adulthood. How should education take account of these differences, especially when people have a need for support? What are the implications for educational practice and theory when people's development is atypical for biological or social reasons? In the name of inclusion, how should we respond when people have atypical development? What are the real-life experiences of individuals, in areas such as their freedom to act and opportunities to learn?
Complex structures, such as education, need management at all levels to ensure that they meet their aims. Presentations are invited on management at national, local, school, class and individual levels to explore how attention to such details may improve both educational support and inclusion. What are the relationships, environments and experiences that contribute to service quality? How is quality assessed?
Policy is the set of principles by which employers and employees govern and deliver services such as education. How is policy developed to secure good educational support and inclusive practices? To what extent do policy and practice coincide and diverge? What, if any, are the individual, local, national and international limits of policies such as inclusion? What policies do we need to let all individuals have valued and fulfilling lives? To what extent does the rhetoric of inclusion disguise needs for support? Do we wish to celebrate all diversity?
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