quinta-feira, 22 de junho de 2006



7.1 A 2003 report from CSIE illustrates the damage of segregation to individuals and society, drawing on the substantial bodies of educational and social psychological evidence. The Case Against Segregation Into Special Schools, A Look At The Evidence, by Dr Sharon Rustemier, shows how
segregated schooling is linked with stigma, stereotyping, prejudice and discrimination – the very conditions which disabled adults identify as among the biggest barriers to respect, participation and a full life.

7.2 This analysis of research shows that segregated ‘special’ schooling has been associated with impoverished social experiences, abilities and outcomes; reduced academic experiences in terms of curriculum provision, outcomes, examination opportunities and accreditation; lower student aspirations and teacher expectations; high absence rates; difficulty in
re-integrating into mainstream; poverty in adulthood;and poor preparation
for adult life. Negative consequences for segregated pupils identified in
the research also include depression, abuse, lack of autonomy and choice,
dependency, lack of self-esteem and status, alienation, isolation, fewer
friends, more restrictive interpersonal relationships, bullying and limited

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