Students’ and their parents’ experiences of inclusion in mainstream schools.What does inclusion mean for parents with children that have special educational needs and what does it mean for the children themselves in today’s mainstream schooling system?

This thesis examines experiences and critical incidents that parents and their children with special educational needs encountered in mainstream school settings. Research was carried out within the methodological framework of autoethnography, reflecting the author's desire to make sense of her own experiences of inclusion in mainstream schools, both as a professional 'insider' and parent of a child with special educational needs. A purist approach to autoethnography was used, where stories were seen as stand alone pieces of gold: individual, unique case studies giving rise to questions and emotions in their own right, (Ellis & Bochner, 2006, Vickers, 2010), combined with the rigour of an analytical approach to make sense of what unfolded (Andersons, 2006).Differing meanings, values and interpretations surrounding inclusion have shaped the current inclusion discourse and understandings of 'need' and 'disability', giving rise to significant impacts on the disabled person and the symbolic value of the disabled body. The work of Bourdieu and Foucault was used to better understand concepts of capital, power and agency and the impact these have on the disabled entrepreneur.Research findings indicate that positive experiences of parents and children with SEN in mainstream schools were rare and sporadic. However, success is possible if we redefine the language surrounding SEN, taking a more detailed and sensitive approach that recognises the power of words in shaping values, attitudes, feelings and practices. A more equal distribution of power is required to stabilise the SEN system, listening more to parents and children and empowering them as agents of their own lives. Standing in people's shoes, seeing them as valued, unique and capable, as wanting to find their true abilities and to realise their hopes, their dreams and their full potential will lead to the term SEN no longer being necessary

Stocking rate and stocking strategy for steers grazing rotational or continuous stocked rye-ryegrass pasture

Last updated: 6/1/200

Texas A&M Beef Cattle Short Course: Program Evaluation

Survey results (n = 3,748) collected over a period of 7 years from the Texas A&M Beef Cattle Short Course (BCSC) were analyzed to evaluate course demographics and the impact of the course on attendees. Results of this survey demonstrate that attendee demographics of the BCSC are representative of beef cattle producers in the United States and that the BCSC is effective at delivering information that positively impacts beef production in Texas. Extension professionals can make use of these findings to tailor future education programs to better serve the needs of beef cattle producers nation-wide

Effect of Previous Stocking Rate of Rye-Ryegrass Pasture and Four Breed Types of Calves on Feedlot Performance

Last updated: 6/12/200

Previous Stocking Rate on Winter Pasture, Four Breed Types, and Feedlot Performance on Carcass Traits

Last updated: 6/12/200

Biosecurity for Beef Cattle Operations

4 pp., 4 photosBiosecurity in the beef cattle industry involves understanding disease transmission and animal immunity, and then establishing a sound program for disease prevention. This publication explains general biosecurity practices

Grazing growth rate effects on subsequent feedlot and carcass traits in Braunvieh cross steers

Last updated: 6/12/200