“Throughout these first weeks we have seen many potential entries into feminist thought and action: Ahmed and hooks show how the personal experience of pain and disappointment can lead one to feminism; hooks also notes how the presumed dysfunction between thought and action can lead to tension and development of feminist frameworks; Sanz highlights how individual experience often runs up against our cultural institutions (i.e., science); intersectional theory shows how interlocking power and institutions of oppression (classism, white supremacy, heterosexism) create specific forms of subordination.”
Readings are attached.
In approximately 500 words and utilizing 1-2 of these readings recollect and reflect on how feminist thought and action have been similarly present or absent in your life.
You are encouraged to think of the following:
Where/How have you encountered these ideas? What significance have they played?
Sample Solution
The above statements strongly support the EA’s ideals of inclusion and provisions for SEN students in mainstream schools. The emphasis and legal requirements are now clearly focused on schools making sure they provide the necessary support and adjustments for all SEN and disabled students. How effective is Inclusion? Developing inclusion involves students, professionals, partners, parents, carers and the wider community. According to Goodland and Lovat (1993) students with impairments or disabilities do better academically when they are able to socialise with their non-disabled peers during instructional time. Supporting evidence from Goor and Schwenn (1993) also indicate that the interaction between students with or without disabilities enhances academic achievement for students with disabilities. Inclusion and Pupil Achievement Department for Education Skills RR578 (2004 p50), clearly argues that ‘LEAs with high rates of inclusion in mainstream did no worse than those with low rates of inclusion in national tests. At KS 4 in 2002 average point score was 38.55. For non statemented pupils with SEN, in mainstream, it was 21.85. For statemented pupils in mainstream it was 16.99 and for pupils in special schools it was 2.4 points 7 times worse. Add to this the impact of social isolation and low self-esteem it is understandable why 50% or 2.9 million disabled adul>
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