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1.
Enabling pupils with special educational needs to participate more fully in the assessment, planning and evaluation of their own learning has become a principle enshrined within the legislation of many countries in recent years. Educational policy in both England and the Republic of Ireland has recognised the desirability of increased pupil involvement, and this is reflected in policy documents and in legislation which highlights the requirement of schools to take greater account of the views of pupils. This paper documents the approaches to increased pupil involvement in decision‐making adopted in England and Ireland and provides an overview of the key challenges that face policy‐makers and educators in ensuring meaningful participation for children and young people with special educational needs.  相似文献   

2.
In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change.  相似文献   

3.
ABSTRACT

This paper considers some possible pitfalls in recent legislation in Scotland that has enhanced agency rights for older children with additional support needs (ASN). It does so with particular reference to philosophical literature on children’s rights. Though the UNCRC increasingly animates education law, policy and practice in Scotland and elsewhere, some philosophers, including O’Neill and MacIntyre, have raised pertinent questions about whether or not a rights-based approach is the best way of ensuring that all children receive the care, support and education they need to flourish. Discussion concentrates on four possible objections to the human rights tradition generally and the new legislation concerning the rights of older children with ASN in Scotland specifically. It is concluded that: (1) future policy, practice, law and research on child well-being should prioritise capabilities over rights and; (2) the concept of capability might be a helpful one through which to analyse the extent to which children with ASN in Scotland really do have enhanced agency rights in practice.  相似文献   

4.
《Child abuse & neglect》2014,38(11):1801-1812
This study examines the risk factors of re-entry for 1,750 child protection cases in Singapore using a cumulative ecological–transactional risk model. Using administrative data, the present study found that the overall percentage of Child Protection Service (CPS) re-entry in Singapore is 10.5% based on 1,750 cases, with a range from 3.9% (within 1 year) to 16.5% (within 8 years after case closure). One quarter of the re-entry cases were observed to occur within 9 months from case closure. Seventeen risk factors, as identified from the extant literature, were tested for their utility to predict CPS re-entry in this study using a series of Cox regression analyses. A final list of seven risk factors (i.e., children's age at entry, case type, case closure result, duration of case, household income, family size, and mother's employment status) was used to create a cumulative risk score. The results supported the cumulative risk model in that higher risk score is related to higher risk of CPS re-entry. Understanding the prevalence of CPS re-entry and the risk factors associated with re-entry is the key to informing practice and policy in a culturally relevant way. The results from this study could then be used to facilitate critical case management decisions in order to enhance positive outcomes of families and children in Singapore's care system.  相似文献   

5.
This paper advances the idea that ‘education for the social inclusion of children’ is similar but different to ‘inclusive education’ as it has come to be understood and used by some authors and UK government documents. ‘Inclusive education’ tends to carry an inward emphasis on the participation of children in the education system (with discussions on school culture, transitions, truancy, exclusion rates, underachievement, and school leaving age). In contrast, education for the promotion of children's social inclusion requires an outward emphasis on children's participation in ‘mainstream’ society while they are still children. The latter emphasis is seen to be lacking in educational policy discourse in Scotland though a recent shift in policy towards education for active citizenship is noted. Examples are provided to show how many policy statements enact a limitation on the scope for education to promote children's social inclusion by emphasizing children's deficits as social actors and focussing on the ‘condition’ of social exclusion. The paper draws on an empirical study of children's participation in changing school grounds in Scotland. The analysis shows how the enclosure of learning in books, classrooms and normative curricula was challenged. Learning from school grounds developments was constructed relationally and spatially, but the scope of what was to be learned was often delineated by adults. The paper closes with a discussion of how education that promotes the social inclusion of children will benefit from seeing both children and adults as current though partial citizens and using socio-spatial opportunities for the generation of uncertain curricula through their shared and/or differentiated participation.  相似文献   

6.
BackgroundPrior research documents spatial concentration in the incidence of child maltreatment reported to and confirmed by Child Protective Services (CPS), but without estimates of the prevalence of such reports, the extent of CPS contact in different communities is unknown.ObjectiveTo estimate the prevalence of CPS reports during early childhood and substantiated investigations during childhood for children living in different types of neighborhoods.Participants and settingChildren who experienced CPS reports and substantiated investigations in Connecticut.MethodsThis study uses synthetic cohort life tables to estimate the cumulative risk of CPS reports before age five and substantiated CPS investigations before age 18, by neighborhood poverty rate and neighborhood racial composition.ResultsThe analysis reveals substantial stratification in the prevalence of CPS contact by the demographic characteristics of children’s residential neighborhoods. For example, while 7% of children in low-poverty neighborhoods (under 10% poor) experience a substantiated CPS investigation at some point during childhood at 2014 and 2015 rates, this risk more than doubles to 17% for their peers in moderate-poverty neighborhoods (10–20% poor) and more than triples to 26% for their peers in high-poverty neighborhoods (over 20% poor). Similar trends emerge when examining CPS reports in early childhood as well as when comparing neighborhoods with different proportions of White residents.ConclusionsCPS reports and substantiated investigations are a widespread and disproportionately experienced life event for children in poor neighborhoods and children in non-White neighborhoods.  相似文献   

7.
The first Belgian crèches for children from birth to three years of age date from the nineteenth century. From 1919, formal legislation on child care was developed. In the early twentieth century, the origins of Belgian childcare and in its initial legislation some core aspects of present‐day child care policy and practice can be found. This article will focus on two of these historical aspects of Belgian child care. Both features have far‐reaching consequences for the organization of present child care provision, for professional qualifications and for policy matters. The first is an aspect that is very common in Western Europe, and a source of current pedagogical debate: the persistent gap between care for the infant and the education of the preschool child. The second is a typical Belgian feature of childcare: subsidized liberty as a specific form of public–private partnership. This article wishes to contribute to the debates on viewing childcare policy and practice by historicizing these issues. A close look at Belgian child care history reveals how the gap between education and care and subsidized liberty occurred and in what context. Consequently the early twentieth century will be highlighted. However, it will also focus on oppositional discourse in the 1970s. In this period, another antagonistic debate took place, namely regarding compensation programmes for ‘blue collar’ parents. The article will briefly point to some remarkable similarities between the discussion in the 1910s and the 1970s. The outcomes of these discussions, as well as the concepts underpinning them, explain the persistence of the division between education and care. The debate between Henri Velge and Elise Plasky, around which this article is composed, has been studied previously by Belgian historians. The scarce research on Belgian child care history focuses on child care as a women's employment issue, somewhat neglecting the educational aspects. This vein, i.e. that historical research itself is embedded in the discursive regime separating education from care, is the very subject of this article. Therefore, research was conducted from a hermeneutical perspective, looking at coherences between discourses and their social, economic and cultural contexts. This research aims also to acknowledge the critiques of De Certeau regarding the focus on discontinuities in the construction of history.  相似文献   

8.
The UN Convention on the Rights of the Child has during recent decades influenced professionals and policy‐makers in Norway as well as in other countries, resulting in changes in documents regulating early childhood institutions. Little is known, however, about the way this right is understood and realized in everyday practice. How is the concept of participation understood by professionals in the field? What issues emerge as problematic in everyday practice? Combining findings from an evaluation study and research from early childhood institutions, it is possible to unravel three problem areas. They are described under these headings: (a) Interpreting participation with a bias towards individualism? (b) Play and playful interaction – an integral part of children's right to participation? (c) Are the youngest children ‘mature’ enough? The article is rounded off by pointing to the need to pay critical attention both to what is happening on policy levels, and to theoretical perspectives influencing the professionals in the field.  相似文献   

9.
The number of parents undertaking an intensive home training programme of children with disabilities (e.g. Applied Behavioural Analysis) has increased. It reveals a paradox in current disability research and policies. On the one hand, policies in general are aimed at inclusion through movement of social barriers for participation, grounded in the social model of disability. On the other hand, intensive home training is based on the aim of rehabilitation through intensive training of individual cognitive and social skills, an approach grounded in a bio-medical model. Intensive home training programmes are supported by political legislation that enables parents to partake the training and hire the necessary helpers. How is this paradox viewed from the perspective of the parents? From the departure of the dialectical model of disability – and its central concepts of developmental incongruence, developmental time and social agency – two mothers practising home training with their children with autism disorder were interviewed about their motives for home training and subsequent experience with their child. Results showed that the motive to home training was to create a local congruence that allowed the child to thrive. Intensive home training also restored the mothers’ sense of agency vis-à-vis their child’s development. However, home training might not abolish the need for adaptations of the child’s social practices outside the family. It is discussed how societal support to home training risks to hinder higher order reorganisation of developmental opportunities that are necessary to actualise policy statements of inclusion.  相似文献   

10.
OBJECTIVE: To show changes in the way juvenile judges and judicial child protection workers deal with physical child abuse in the period 1960-1995 in the Netherlands. METHOD: The study is based on an analysis of files on adolescent and younger children placed by juvenile judges in the Dutch judicial child protection system during the 1960s, 1970s, 1980s, and 1990s. RESULTS: The prevalence of very severe physical violence against children was lower in the recent files than in the older files. Spanking and other minor violence acts were noted more often than in the older files. In the 1960s files, the parents talked still rather openly about the physical punishments they used in child rearing. In spite of the growing attention for and increasing concern about child abuse among professionals, judicial child protection workers intervened less harshly in recent cases of physical child abuse than in the 1960s. CONCLUSION: The decrease in severe physical child abuse may indicate that physical child abuse is actually becoming a less serious problem in the Dutch judicial child protection system. But that may not be the case because of the increased reluctance of parents to report and changes in intervention practices. Other than expected, the growing sensibility for child abuse did not mean more effective control by judicial child protection workers. Possible reasons for these changes are discussed, including the strengthening of the position of perpetrators in law proceedings and the emancipation of children and women in society.  相似文献   

11.
Correspondence can be studied as a social practice, letter writing being influenced by several cultural and social values and habits. In this article, letters to and from children of the Dutch elite from the period 1770–1850 are studied as results of a social and educational practice. Correspondence was used as a pedagogical instrument. Parents and other relatives instructed children how to write correct letters. They commented on style, tone and contents of children’s letters. Dutch elite parents wanted their children to write in a confidential tone, since they strove to be their children’s best friends. In practice, however, this confidentiality was limited. Children should not complain about their teachers in boarding school and their letters were sometimes read aloud to relatives or friends. The ideal style, taught to children, was the natural style. This did not mean that children were completely free to write what they wanted. “Natural” could be opposed to “artificial”, but could also mean “decent, as a bourgeois should” or “as a child”. The themes children were encouraged to write on were topics that testified to their moral and intellectual progress. Beneath the surface of confidentiality, childishness and naturalness, each parent revealed to value deference and neatness in style. By defining confidentiality, childishness and naturalness implicitly as “appropriate for polite society”, elite parents found a solution to the ambiguous bourgeois “pedagogic double ideal”, the tension between seeing the child as a free child and raising it to be a decent bourgeois citizen.  相似文献   

12.
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13.
In recent years, education and family policy in the UK has sought to incorporate the views of children and young people through an active participation agenda, in the fulfilment of children’s rights under the obligations of the UN Convention for the Rights of the Child. Drawing on empirical evidence, this paper suggests that this aspiration is flawed. The inclusion of young people’s voices in decision-making is context dependent, and influenced by individual relationships, both positive and negative. It is framed by policies that subjugate children within disciplinary technologies that determine a regime of ‘truth’ about effective and appropriate participation. Drawing on data gathered as part of a wider study on the relationships between services users and services providers in special educational needs, this paper demonstrates that active inclusion of the voice of the child can be illustrated to be at least variable, and at worst prejudiced. It is suggested that the notion of participation produces tacit forms of ‘government’ that further classify and divide young people, magnifying their marginalization.  相似文献   

14.
ABSTRACT

Ethical issues involving young children in research are complex and individual to each child, requiring the researcher to be reflexive and aware of the nature of the child’s participation. This paper draws on the experiences of 16 5- to 7-year-old children, transitioning from kindergarten to first grade in Chile as reported by them through visual participatory research. Integral to the ethical principles were the use of a visual participatory design, a listening framework and the child’s rights perspective. In order to be faithful to the research design proposed, different ethical guidelines were revised and followed to ensure protection, anonymity, the right to withdraw and privacy to the children deciding to get involved in the research process. Essential to this work was recognising the child as the most knowledgeable agent in her/his own experiences in order to minimise issues of power and increase children’s awareness during the data collection process. Findings from the study demonstrate different situations in which the researcher’s self-reflexivity can enhance positive outcomes related to ethical issues and young children’s ability to understand the research process, communicate meanings and jointly create new meanings through the tools provided and activities proposed. Ethical challenges and implications for future research with children are discussed.  相似文献   

15.
BackgroundDespite reporting legislation, healthcare providers (HCPs) do not always report and collaborate in cases of suspected child abuse. Recognizing this leaves children at risk, the Wisconsin Child Abuse Network (WI CAN) sought to understand barriers to mandated reporting and collaboration with child abuse investigators.ObjectiveThe purpose of the study was to investigate barriers for professionals in providing and obtaining high-quality medical information in child abuse investigations.Participants and settingParticipants included five discipline-specific focus groups: HCPs, child protective services (CPS), law enforcement, lawyers, and judges. All professionals had been directly involved in Wisconsin child abuse cases.MethodsThis qualitative study consisted of discipline-specific focus groups, directed by open-ended interview questions. Data analysis was completed through the narrative inquiry methodology.ResultsBarriers to providing and obtaining high-quality medical information in child abuse investigations were both discipline-specific and universal amongst all groups. Discipline-specific barriers included: HCPs’ discomfort with uncertainty; CPS’ perception of disrespect and mistrust by HCPs; law enforcement’s concerns with HCPs’ overstepping professional boundaries; lawyers’ concern of HCPs’ discomfort with court proceedings; and judges’ perception of a lack of understanding between all disciplines. Universal barriers included: value of high-quality medical information in child abuse investigations, burden of time and money; unequal resources between counties; a need for protocols, and a need for interdisciplinary collaboration.ConclusionFindings from this study suggest several ways to address identified barriers. Possible interventions include equalizing resources between urban and rural counties (specifically financial resources and access to child abuse experts); protocolizing reporting and investigations; and, increasing interprofessional education.  相似文献   

16.
BackgroundLike many middle-income countries, knowledge about child sexual abuse (CSA) is limited in Indonesia. The national government has stated a commitment to protect children from the worst forms of abuse, yet the sensitivity of CSA along with the complexity of culture and law, present substantial challenges.ObjectiveThis article reviews current knowledge about CSA in Indonesia, in the context of existing laws and policies that influence CSA prevention and intervention.MethodA systematic review of this research was conducted in the following manner: a review of scholarly literature and grey literature in English (19 papers) and in Bahasa Indonesian (11 papers), and a review of CSA-related Indonesian laws (4 documents) and policies (5 documents).ResultsThis review finds that knowledge about CSA in Indonesia is still limited. The taboos on discussing sexual matters were identified as factors that impede reporting of CSA. Poverty also leads to increasing children’s risk of sexual abuse. There was less attention to CSA occurring within family contexts and focus was more upon its occurrence outside of the family. The study identified that contradictory definitions of children within the law add to children’s vulnerability to CSA; this is especially the case for girls. Current child protection strategies in prevention and intervention lack specific focus on CSA.ConclusionFurther research is needed to enable the development of evidence-based approaches to better harmonize the development of law and policy with contemporary knowledge about CSA.  相似文献   

17.
Abstract

This article highlights the lack of human rights recognition for arguably one of the most vulnerable groups in our society, children and young people in the care of the state. Currently under New Zealand legislation and policy frameworks these children do not have their rights upheld, as per New Zealand’s obligations under the United Nations Convention on the Rights of the Child (UNCRC). This is particularly important for the care and protection of children needing state care as the government has the responsibility as a state body to ensure their rights are upheld, alongside their direct responsibilities as the ‘corporate parent’. This article explores the vulnerability of this group and the ways in which their rights under UNCRC are not being met by current legislation and policy. It goes on to recommend changes to the way in which we approach legislative and policy development.  相似文献   

18.
This paper deals with the topic of child protection in Irish primary schools, and reports on a recently completed survey of newly qualified teachers’ knowledge of and familiarity with their school's child protection policies and procedures. The study was undertaken by means of a questionnaire survey, and conducted with 103 teachers from different schools. The child protection roles and responsibilities of schools are clearly spelt out in national guidelines. However, the findings from this research indicate that compliance with the requirement to inform new staff about the guidelines and ensure that they have read them is weak. This is evidenced by the data concerning the teachers’ reported knowledge of, and familiarity with, their school's child protection policies. Half of the respondents did not know if their school had a child protection policy or not. Of those who were aware of their school's child protection policy, only just over half had read it. Well under half of the respondents knew if there was a Designated Liaison Person (DLP) with responsibility for child protection in their school. Furthermore, nearly two-thirds of respondents reported uncertainty or lack of confidence in being able to identify suspected child abuse. The paper draws on international research on child protection in education to provide the context for a discussion on the factors that influence schools’ motivation and willingness to collaborate as key protectors of children's safety and welfare, and makes recommendations for policy makers, school managers and frontline staff.  相似文献   

19.
The current future-focused, outcomes driven early childhood policy climate presents a danger that early years pedagogy will lose sight of the ‘present’ child. Increasingly policy support for early childhood education is built around an emphasis on preparing children for school and positioning it as a key element in enhancing society through preparing future citizens to become productive members of society. The measurable outcomes discourse, in emphasising product, renders invisible the critical contribution of the processes of everyday practice to children’s development. To challenge and counteract the strong outcome discourse early years professionals must have confidence in their pedagogy. However, research suggests that those working in the early years may lack the language and strategies for supporting their educational practice. Using the bio-ecological model of development and drawing on the capabilities approach this paper calls for a shift in policy and pedagogical discourse from measuring competencies towards enhancing capabilities, from assessing outcomes towards providing rich, day-to-day learning opportunities. Such a shift in narrative could weaken the neo-liberal, outcome language of early childhood policy and refocus on supporting an early childhood pedagogy that would explicitly reflect current understanding of what is most beneficial to children’s development and well-being and provide a powerful potential for change.  相似文献   

20.
杨狄 《培训与研究》2010,27(6):90-92
随着国家对残疾人权益保障的日益重视,我国残疾儿童的法律援助工作已取得了一定的成绩,残疾儿童法律援助制度也初步建立,残疾儿童法律援助制度均衡国家与社会利益冲突的价值功能也为人所重视。但是,立法的缺位和制度设计上的漏洞导致了残疾儿童法律援助今日的窘境。进一步完善立法与制度设计,将是我国残疾儿童法律援助制度摆脱困境的必由之路。  相似文献   

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