Partnerships for Inclusive Education A Critical Approach to Collaborative Working

Chapter 1 What Partnerships for what kind of Inclusive Education? 
1.1 Introduction 
1.2 Professional… practitioner?  Multi-agency… multi- professional? A note on terms 
1.3 Inclusion: a broad inclusive concept 
1.4 No inclusion without participation 
1.5 Some ideas that are assumed by this exploration of partnership… 
Chapter 2    Being Seen and Heard and making a Difference:  How Children Participate 
2.1 What Partnership is Going On? 
2.1.1 Child consultation on policy 
2.1.3  Research on and with children and young people 
2.1.2 Child participation in schools and other organisations 
2.2 Why Consult – Why Develop Participation: what are the benefits? 
2.3 What are the Best Methods of Consultation and Participation to use? 
2.4 What are the Key Issues? 
2.4.1 consultation vs participation? 
2.4.2 its difficult 
2.4.3 some are consulted more than others… 
2.4.4 ideas about childhood constrain participation… 
2.5  Conclusion 
Chapter 3 
The Absent Special Guest: Children as Service Users 
3.1 Introduction 
3.2 Policy Context 
3.3 To what extent do professionals involve children and young people? 
3.4 What Children and Young People make of the Services they Use 
3.4.1 ‘They had a funny name I cannot pronounce’ – What children know about professional role 
3.4.2 Child views about their experience of professional involvement 
3.5 Conclusion: Why does it seem to be so difficult for professionals to involve children and young people in decision-making? 
Chapter 4: Parent Partnership: The need for a richer story 
4.1 Introduction 
4.2 Initiatives in Parent Partnership: Is this inclusive education? 
4.3 Has partnership been happening? 
4.4 Is ‘partnership’ open to all? 
4.5 Deficit notions of ‘parent’ and ‘family’ 
4.6 Conclusion 
Chapter 5  Integrated Services:  an invitation to inclusion… or exclusion? 
5.1 Introduction 
5.1.1 ‘Integrated Services’ may mean more multi-agency working – but is it inclusion? 
5.2 too much to achieve and inclusion a low priority? 
5.3 Systemic Medical Model 
5.3.1Joint Action Teams: An activity system 
5.4 What kind of Multi-agency working IS good for inclusion? 
5.4.1 The context vs individualisation: two examples of practice 
5.4.2 Paying attention to the individual 
5.4.3 Falling into the trap of the dichotomy 
5.4.4 Participation – the Defining Issue 
5.5 Concluding Thoughts 
Chapter 6   Participation for Inclusion:  towards critical practice and community psychology 
6.1 Introduction 
6.2The Good and Bad News about Participation 
6.3The PPC Model: PEOPLE-PRACTICE-CONTEXT 
Different strands of influence on our attempts to participate 
6.4PRACTICE - Conceptualisations of practice 
6.5 PEOPLE –The assumptions we have of the children and families with whom we work 
6.6 CONTEXT – The meaning given to the context 
6.7 CONCLUSION 
Chapter 7 Towards Authentic Participation: Examples of Practice 
7.1 Introduction 
7.2Narrative Practices 
7.3 Solution-Orientated Working 
7.4 CASE STUDY 1: 
Transforming Learning in Schools: DEMOCRATIC RE 
7.5 CASE STUDY 2 
Involving Children and young People in Decision-making and in the Development of Services: ‘Investing in Children’ 
7.6 CASE STUDY 3: 
Family Group Conferences 
7.7 CASE STUDY 4: Extended Schools 
APPENDIX 1 
What Kind of Services do Children and Young People Want? 
A1.1 Clear information about who they are dealing with and a choice about who to see: ‘Can you change that name?’ 
A1.2 What happens during a consultation to have certain qualities 
A1.3 Confidentiality and Control over use of information about them 
A1.4 Inclusivity 
BIBLIOGRAPHY
INDEX

Biography

Liz Todd is senior lecturer and Director of Educational Psychology at the University of Newcastle upon Tyne, UK.