04 SES 14 B, Discourses
The provision of education for children identified with special educational needs creates a range of questions related to governance, curriculum, detection and placement (Norwich, 2008). The response to these questions varies across and within countries. Frequently the possibilities are framed as being upon a continuum. Children and young people are positioned upon a continuum of need (eg: Martin, 2009), supported within a continuum of provision (eg: Lynch, 2007) and by a continuum of services (eg: DeLorenzo, 2008). As a consequence national debates are framed around legislative approaches which will provide the institutional flexibility associated with a continuum of settings and services (Richardson and Powell, 2011).
This paper explores the conceptual underpinnings of the notion of a continuum, drawing upon a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and short-comings.
Corbin, J. and Strauss, A. (2008) Basics of Qualitative Research; Techniques and Procedures for Developing Grounded Theory, USA; Sage Publications. DeLorenzo, J. (2008) Continuum of Special Education Services for School-Age Students with Disabilities, The University of the State of New York, The State Education Department. Lynch, P. (2007). Inclusion: Provision, Practice and Curriculum - Time for a Closer Look. Reach, 20 (2), 119-129. Martin, D. (2009) Language Disabilities in Cultural and Linguistic Diversity, Multilingual Matters, Bristol. Norwich, B. (2008) What Future for Special Schools and Inclusion? Conceptual and Professional Perspectives. British Journal of Special Education, 35 (3), 136-143 Richardson, J. & Powell, J. (2011) Comparing Special Education. Origins to Contemporary Paradoxes. Stanford, CA: Stanford University Press.
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