Radical Mainstream examines independent film and video cultures in Britain in the 1970s and 1980s in the context of capitalism, patriarchy, racism, colonialism and homophobia. It explores how radical discourse can impact on dominant cultural forms such as television, using public sphere theories to examine relations between counterpublics and social change.

Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise when students with disabilities are educated in local schools.

The author describes her life and experiences as the only deaf child in her public schools.

"Water is not only a source of life and culture. It is also a source of power, conflicting interests and identity battles. Rights to materially access, culturally organize and politically control water resources are poorly understood by mainstream scientific approaches and hardly addressed by current normative frameworks. These issues become even more challenging when law and policy-makers and dominant power groups try to grasp, contain and handle them in multicultural societies. The struggles over the uses, meanings and appropriation of water are especially well-illustrated in Andean communities and local water systems of Peru, Chile, Ecuador, and Bolivia, as well as in Native American communities in south-western USA. The problem is that throughout history, these nation-states have attempted to 'civilize' and bring into the mainstream the different cultures and peoples within their borders instead of understanding 'context' and harnessing the strengths and potentials of diversity. This book examines the multi-scale struggles for cultural justice and socio-economic re-distribution that arise as Latin American communities and user federations seek access to water resources and decision-making power regarding their control and management. It is set in the dynamic context of unequal, globalizing power relations, politics of scale and identity, environmental encroachment and the increasing presence of extractive industries that are creating additional pressures on local livelihoods. While much of the focus of the book is on the Andean Region, a number of comparative chapters are also included. These address issues such as water rights and defence strategies in neighbouring countries and those of Native American people in the southern USA, as well as state reform and multi-culturalism across Latin and Native America and the use of international standards in struggles for indigenous water rights. This book shows that, against all odds, people are actively contesting neoliberal globalization and water power plays. In doing so, they construct new, hybrid water rights systems, livelihoods, cultures and hydro-political networks, and dynamically challenge the mainstream powers and politics."--Publisher's description.

This book is designed to help; schools and LEAs meet their responsibilities under the new Social Inclusion: Pupil Support guidance; and teachers successfully include and reintegrate pupils with emotional and behavioral difficulties and challenging behaviors by offering a structured program that includes assessment, group work and post-intervention strategies.

It is increasingly common for children with autism to attend mainstream schools. In this book, the authors use their expertise and considerable experience of working with and observing pupils with autism to exemplify the challenges faced in the classroom. Most importantly, they suggest practical strategies for successfully meeting pupil's learning needs. The case studies bring to life the everyday concerns of young people, their parents and teachers, and provide different contexts for the demonstration of good practice.

The general purpose of the book is to further establish and maintain the place of developing bilingual students as normal learners within the mainstream of schools. It argues this as a central requirement for achieving a fair curriculum in a multicultural society.

First Published in 2000. Written with the newly-qualified or student teacher in mind, the nature of this highly accessible book considers the nature of learning difficulties and the impact of legislation and policy on the teaching and learning of pupils with a wide range of special educational needs in the mainstream classroom. The authors offer practical solutions to the many challenges facing teachers of inclusive settings, and individual chapters provide the reader with guidance on: meeting special needs appropriately in inclusive educational settings; effective access to the curriculum; classroom organisation and management to support pupils; staff roles and responsibilities and staff development. The writers are also sensitive to the views and experiences of pupils and how these can enhance opportunities for good quality learning. Teachers and students will find this book an essential companion.

Are there necessary limits to the persistency of the changes enforced by any autonomous combination? The book discusses the argumentations of old and modern mainstream authors.

First Published in 1999. The majority of pupils who are deaf or hearing impaired are educated in mainstream classes. This means that mainstream teachers will not only come into contact with these pupils, but will have the responsibility for teaching them. There is a wide range of pupils covered by the title of the book: some deaf pupils will wear hearing aids, some will have a fluctuating hearing loss, and others will prefer to communicate using sign language. If this book succeeds in giving mainstream teachers, learning support assistants and others who may meet deaf and hearing impaired pupils in school a greater understanding not only of the difficulties which these pupils may face but also of the contribution which they can make to the school then it will have fulfilled its aim.