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Abstract This article explores the provenance and features of the new Code of Practice for special educational needs and then reports on research on the implementation of the Code in one Local Education Authority. It is argued that the Code has managerial, curricular and consumer dimensions, all of which have a number of implications for policy and practice, for both LEAs and schools. In particular, the Code can be seen as a mechanism for controlling and targeting resource allocation as well as a means of increasing accountability in relation to provision and partnership with parents. The Code is also closely linked to the changing role of LEAs and is therefore likely to affect the relationship between LEAs and schools. 相似文献
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《British Journal of Educational Studies》2012,60(3):318-328
Abstract Children with special educational needs form a substantial minority of the school population. The mechanisms and associated resources in the 1981 Education Act were oriented towards children with statements of special educational needs and neglected children with special needs but without statements. This paper examines the recent shift in policy emphasis away from the former, and towards the latter, group. The precursors to this position, notably the unmanageable rise (for LEAs) in numbers of children with statements and the broadening of the basis on which children were given statements, are examined. Both the 1994 Code of Practice concerning children with special needs and the proposed changes to the National Curriculum can be seen in part as, by redefining non statemented special needs provision, mechanisms to tackle the inexorable increase in statements. Four major repercussions of this shift are discussed. Finally some longer term implications are examined. 相似文献
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《Emotional and Behavioural Difficulties》2013,18(3):219-233
Abstract We combined data from the Office for Standards in Education with those from a large national survey of child and adolescent mental health and developed a simple score that schools or LEAs could use to predict the level of emotional and behavioural difficulties that they are likely to encounter. The final Ford score is based on the rates of free school meals, exclusions, unauthorized absence and children with special educational needs. These data are collected routinely, so the Ford score could easily be calculated to provide estimates of the level of emotional and behavioural problems in mainstream schools without the use of additional resources. It needs further reliability and validity testing but could provide a means of allocating resources. 相似文献
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Seamus Hegarty 《International Journal of Disability, Development & Education》1990,37(3):181-189
ALL CHILDREN of school age in the United Kingdom are the responsibility of the Education Authority and must be offered educational provision. About 1.3% of pupils attend special schools; other pupils with special educational needs receive support of various kinds in ordinary schools. The Education Act 1981 is the main legislative instrument concerned with special education: it defined special educational needs, established integration as a key principle guiding service provision and laid down detailed procedures for conducting assessments. Special educational provision is likely to be affected significantly by the general Education Act introduced in 1988 but the precise implications are not yet clear. 相似文献
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《British Journal of Special Education》1993,20(3):91-94
Now that mainstream schools have a duty under the 1993 Education Act to state their policies on provision for special educational needs, they will have to decide on the content of their policies in detail. Hazel Bines, School of Education, Oxford Brookes University, offers some suggestions. 相似文献
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John Tomlinson 《教育政策杂志》2013,28(3):275-279
The Education Reform Bill is contrasted with the 1944 Education Act, especially in regard to the schools sector and the responsibilities of local education authorities (LEAs). The 1944 Act is seen as part of the formation of a Welfare State after the devastation and social upheaval of the war, in which educational opportunity and notions of a just society were guiding principles. The 1988 bill is seen as based on the spirit of consumerism, individual entrepreneurism and competition: the values of the market. The contrast is examined specifically in relationship to policies for access to education, where a right based on citizenship is compared with the differential opportunities required by a market place, and through consideration of the different roles required of LEAs in a planned, comprehensive public service compared with a mixed economy of LEA and non‐LEA schools. It is argued that the strategic role of the LEA to plan and ensure provision as circumstances change will be more difficult to perform, and may be vitiated. The contradiction between a national curriculum and a market place in education (centralism vs. the free market) is highlighted and the question raised whether so contradictory a piece of legislation can achieve the ends its promoters hope of it. 相似文献
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Gary Mcculloch 《牛津教育评论》2013,39(2-3):235-246
This article explores the attitudes adopted by local education authorities in England and Wales towards the reorganisation of secondary education in the new era of secondary education for all that was introduced through the Education Act of 1944. In general the Ministry of Education and the post-war Labour government actively encouraged Local Education Authorities (LEAs) to introduce a tripartite system of grammar, technical and modern schools in their areas. However, in many cases it is difficult to attribute LEA support for a bipartite or tripartite system to supine acquiescence; the LEAs involved were also making a principled choice to define the nature of educational provision in their own areas. The article discusses in particular depth the views of LEAs that preferred a bipartite arrangement, and those that promoted tripartism, in order to identify the character of the issues as they appeared to LEAs in this period. 相似文献
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Anne Pinney 《British Journal of Special Education》2002,29(3):118-122
Since spring 2001, the Audit Commission has been carrying out research into provision for children with special educational needs. In this article, Anne Pinney, Project Manager with the Public Services Research section at the Audit Commission, summarises the findings presented in an interim report published in June 2002. She reveals widespread dissatisfaction with current approaches to assessment; the process of developing a Statement; the allocation of resources to support children with special educational needs; and the procedures used by schools and LEAs to ensure that SEN provision is effective. Anne Pinney goes on to set out the recommendations made by the Audit Commission in its interim report. These include a collaborative approach to review involving schools and LEAs; increased delegation of resources to schools; and the development of more effective inter–agency approaches to assessment and intervention. This article concludes with a call for a high level independent review of SEN policy and practice focused on resolving the tensions in the current system. Anne Pinney also looks forward to a number of other outcomes from the Audit Commission's work in relation to children with special educational needs. BJSE will be bringing you news of these developments in future issues. 相似文献
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Frances James 《欧洲特需教育杂志》2013,28(2):222-230
ABSTRACT This paper describes a collaborative project between the staff of twelve mainstream schools and Suffolk Local Education Authority staff which has aimed to develop differentiated teaching strategies. The project has developed teaching and assessment techniques for pupils with literacy difficulties and approaches to delivering aspects of the whole curriculum to pupils with special educational needs. The project recognizes the central importance of mainstream teachers if integration for pupils with special educational needs is to be a truly meaningful educational experience. 相似文献
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Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion. 相似文献
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《Africa Education Review》2013,10(3):292-310
AbstractThis study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed. 相似文献
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《British Journal of Special Education》1988,15(3):119-121
The integration of children with severe learning difficulties into mainstream schools is threatened by the 1988 Education Reform Act. Its continuation and expansion may largely depend on the type and degree of support available from LEAs and individual schools. Barry Carpenter and Jeremy Fathers, head and deputy head respectively at Blythe School, Ann Lewis, lecturer in education, Warwick University, and Rosemary Privett, integration support teacher at Blythe School, describe Blythe's integration projects and the role of the integration support teacher, which will be crucial in maintaining mainstream links 'at a time when … integration might wane'. 相似文献
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Janice Wearmouth 《Literacy》2004,38(1):3-9
Recently the DfES has issued guidance on ways to address the needs of students who experience difficulties in literacy through Wave Three provision in the National Literacy Strategy ( DfES, 2002 ). This guidance raises the issue of what kind of programmes might be initiated in mainstream schools that will improve what is available generally for pupils who experience difficulties. The original Literacy Taskforce report (1997) named Reading Recovery (RR) as one programme suitable for this purpose. It is not the only programme with 'proven' efficacy, however. This article compares RR and another New Zealand‐based programme, Pause, Prompt, Praise (PPP) with which it has a number of characteristics in common, in order to examine particular issues which are important to ensure that a particular programme can meet individual children's literacy needs and also have the potential for adoption by LEAs and schools in the current national curricular context. These issues are the underpinning rationales, assumptions about the reading process and questions of resources, ownership and control ( Openshaw et al., 2002 ). 相似文献
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《British Journal of Special Education》1995,22(1):16-19
Although the 1981 Education Act encouraged LEAs to integrate pupils with special educational needs, responses varied widely. Stephanie Lorenz, an LEA educational psychologist, considers the effects of legislative change on the integration of a cohort of pupils with Down's Syndrome in one LEA. 相似文献
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Abstract Until April 1987 mentally handicapped children were legally excluded from education in Northern Ireland. Provision was made instead in special care schools administered by social services authorities. This contrasts with the position in the rest of the UK where all children have been educated in schools administered by education authorities since the early 1970s. A survey was conducted to investigate aspects of provision in special care schools. Comparative samples of special schools for children with mental handicap in England, and special schools for other categories of children with special needs in Northern Ireland were also surveyed. Results show that the special care school pupils were disadvantaged often seriously, compared with the other samples. Staffing ratios were inferior in most respects of provision. Other resources were often criticized by head teachers as inadequate. The special care school transport system was also shown to be seriously deficient, causing the length of the school day to be reduced for a very large proportion of pupils. The inadequacies identified impinged particularly on severely and profoundly handicapped pupils, despite earlier Government arguments that the interests of this group could be damaged in a transfer to education. Nearly one fifth of the special care school population were aged 19 and over, and nearly one third of the profoundly handicapped pupils were 19 or over. In many cases adults and children shared the same facilities. These results are compared and contrasted with Government documents which claimed parity of provision in special care schools and special schools in England, and which adopted a stated policy of normalization in the development of services for the mentally handicapped. 相似文献
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Neil Straker 《教育政策杂志》2013,28(4):371-384
This paper traces the development of the education support grant provision for mathematics teaching. The rationale behind this DES initiative is discussed, and the paper provides evidence of the range of activities undertaken by ESG teams in various local authorities. An analysis of the variety of working models is provided across five LEAs. Results of interviews conducted with advisory teachers and teachers in participating schools are reported in an attempt to portray the nature of the support work. In the concluding section, it is argued that LEAs should consider basing their in‐service policy for mathematics teachers around projects of this nature, which have provided a much needed catalyst for curriculum change in the post‐Cockcroft era. 相似文献
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ABSTRACT This article describes some aspects of a multi‐disciplinary exchange and research programme involving communities in Denmark, Germany, Italy and the United Kingdom. The major focus of the programme has been on the integration of children with special educational needs into mainstream settings in schools and communities with a specific reference to decision making processes. The point at which extra resources are given by the state and its agencies to an individual in need provides the unifying intercultural point of departure. Local cultures, including legislative and social imperatives, and their implications for research activity are discussed. Common themes in the transition and transformation of the various forms of welfare state provision within the member countries are identified and analysed. The relationship between different forms and levels of service provision and the practice of integration are discussed. 相似文献
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There have been vast changes in relation to the way educational teaching support provision is organised for pupils with dyslexia in Ireland. A qualitative research approach was utilised to examine the impact and implications of the General Allocation Model (GAM) regarding the organisation of support for pupils with dyslexia in Irish Primary mainstream schools. At the time of the research, GAM was the model of resourcing which allowed autonomy at school level in terms of organising support for pupils with dyslexia. Since then, a new model of resourcing [Department of Education and Skills (DES). (2017). SP ED 13.17: Circular to the Management Authorities of all Mainstream Primary Schools Special Education Teaching Allocation. Dublin: Stationery Office] has been implemented which also generates autonomy at school level albeit using a different allocation process. This paper raises concerns that the needs of pupils with dyslexia were not always met by the GAM model. Issues around the effectiveness of whole school approaches, the intensity of support for pupils with severe dyslexia, group size for this support, the application of differentiated approaches, and teacher expertise may have implications for how the new model for allocating resources is organised in schools. In conclusion, it is proposed that schools require further guidance and support in operationalising resourcing models to effectively meet the needs of pupils with dyslexia. 相似文献