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1.
For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusion. Literature from Britain, Europe and New Zealand, including research that listens to ‘the voice of the child’, which compares experiences of children with special educational needs in special and mainstream schools, is reviewed. The findings give no clear indication that either setting leads to better outcomes. Tensions between the inclusion agenda and standards agenda are highlighted. It is concluded that special schools in reduced numbers are likely to remain a feature of the inclusive education system, with recommendations for the development of special–mainstream school partnership links. The quality of the setting, regardless of the type of setting, is emphasised, highlighting implications for staff training in special and mainstream schools. Further research comparing outcomes for children educated in different types of provision is recommended.  相似文献   

2.
Mainstreaming and inclusion of students with special educational needs in regular education, challenge traditional concepts and common practices. Traditionally, special education has been a parallel yet separate educational system. Even though there is almost universal agreement on the goals of inclusion and mainstreaming, special education schools have proved to be resilient and still exist in many countries. One approach to promoting the goal of inclusion is the establishment of collaborative partnerships between special and mainstream schools. This paper will discuss models of such partnerships based on a literature review and visits to partner special and mainstream schools in Israel. Positive elements of these partnerships as well as challenges involved are presented.  相似文献   

3.
As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs.  相似文献   

4.
In this article, Brahm Norwich, Professor of Education at the University of Exeter, examines the roles that special schools can play within inclusive educational systems. He notes that the percentage of young people in special schools in England has remained broadly stable over a number of years, despite inclusive policy initiatives. Brahm Norwich suggests that policy makers and practitioners have found it hard to understand how a broad and shifting notion like inclusion should be operationalised, especially when valued positions, such as meeting individual needs and providing a sense of belonging and participation, can appear to generate such tensions and contradictions. Brahm Norwich summarises findings on teachers' attitudes towards this crucial ‘dilemma of difference’ from three countries and argues that it is time to develop more sophisticated ways of thinking about provision. Rather than insisting on locating ‘mainstream’ and ‘special’ at opposite ends of a one‐dimensional placement continuum, Brahm Norwich puts forward a multi‐dimensional model in which a number of attributes can be considered when analysing provision. The ‘flexible interacting continua’ provided in this model concern identification, participation, placement, curriculum and teaching and governance and Brahm Norwich shows how schools, whether mainstream or special, need to strive towards commonality in terms of all five dimensions rather than simply in terms of placement. Policy makers as well as staff in both mainstream and special schools will be interested in exploring the implications of these ideas.  相似文献   

5.
This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities.  相似文献   

6.
This article, by Anthony Maher of the University of Central Lancashire, explores, from the perspective of SENCos and learning support assistants (LSAs) in north‐west England, the perceived adequacy of Statements of special educational needs as they relate to physical education (PE). The findings, generated via online surveys, suggest that most SENCos and some LSAs believe that Statements are appropriate for all curricular subjects, with PE being no different. Thus, two groups who play an integral role in facilitating the inclusion of pupils with special educational needs in mainstream secondary schools in England do not differentiate between classroom based and more physically orientated subjects such as PE, which could have a negative impact on the experiences of pupils with special educational needs in PE because of the contextual and dynamic nature of special educational needs. Indeed, because most Statements do not provide PE‐specific information or learning targets, teachers and LSAs are often unable to collaboratively plan and deliver inclusive lessons or monitor and evaluate the progress made by Statemented pupils in PE.  相似文献   

7.
This paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact on a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievements of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools.  相似文献   

8.
This study is a life history account of Bev, a special educational needs co‐ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda.  相似文献   

9.
This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision‐making in education. Most children expressed positive evaluations of their schools and the teaching they received, while a significant minority expressed mixed views. A significant proportion in the mainstream preferred learning support in withdrawal settings. While the majority in both settings preferred their current school, a significant minority in special school preferred to be in a mainstream setting. A notable emergent theme from the study was the high incidence of ‘bullying’ that was experienced. Though experienced in both settings, those in special schools experienced far more ‘bullying’ by children from other mainstream schools and from peers and outsiders in their neighbourhood. These findings are discussed in terms of the tensions or dilemmas about difference that were experienced and their implications for the move towards greater inclusion.  相似文献   

10.
Integration of individuals categorized as having special educational needs in mainstream schools has become a dominant policy in many countries. Changes in recent years in the field traditionally called "special education" have significantly influenced the education of deaf and hard of hearing individuals. The movements against segregation and toward integration and, more recently, inclusion, have created the conditions for educational changes, not only in mainstreaming but in special education. The article brings to light the views and experiences of deaf and hard of hearing people as students at special schools and mainstream schools, in order to compare the two systems from the viewpoints of those involved and to explore the possible implications of these views and experiences for the development of the educational system in Cyprus regarding inclusive education. Particular attention is given to improvement of the education of deaf and hard of hearing children.  相似文献   

11.
In the past few decades, several countries have introduced reforms aimed at increasing school autonomy. We evaluate the effect of the introduction of autonomous academies in England on the educational trajectories of children with special educational needs. This has been done using longitudinal data on all schoolchildren in state schools in England, from the National Pupil Database. The results show that the effects of school autonomy on educational inclusion are not uniform and depend on schools’ previous performance and socio-economic composition. Schools that obtained autonomy under the control of an external sponsor (sponsored academies) were more likely to decrease the proportion of pupils with special needs and remove additional support for them. We do not observe these effects in the schools that voluntarily applied for the more autonomous status (converter academies).  相似文献   

12.
In this paper, Katherine Runswick‐Cole, a researcher at the Research Institute for Health and Social Change at Manchester Metropolitan University, engages with parents' attitudes to the placement of their children with special educational needs in mainstream and special schools. She sets her review of parents' views within the current policy and legislative context. She then moves on to explore parents' attitudes to inclusion by drawing on the social model of disability as an analytical tool and developing a typology of parental school choices. The study reported in this paper involved 24 parents who were contacted through voluntary organisations and interviewed, either in their own homes or on the telephone. The views of seven professionals were also gathered. The findings reveal that parents' attitudes to mainstream and special schooling are influenced by their engagement with models of disability. The parents' experiences suggest that, despite the shifts in policy we have seen since 1997, the process of inclusive education continues to be fragile.  相似文献   

13.
This paper focuses on the experiences of British parents who have children identified with ‘special education needs’ within mainstream education. Expectations of mainstream education can have a negative affect on parents when a child is unable to maintain his or her education within a mainstream school. In England and Wales, ‘inclusion’ within mainstream schools is implemented by the current government and promoted as anti‐exclusionary. However, current research indicates that actual ‘inclusion’ (the child experiencing inclusion as well as being placed in a mainstream environment) is not necessarily occurring in practice. As it stands, the conflict is between desires to embrace difference based on a philosophy of ‘equal rights’ (‘inclusive’ education) and prioritising educational performance, structuring it in such a way that it leaves little room for difference and creativity due to the highly structured testing and examination culture. Qualitative analysis of parents who have children identified with special educational needs indicate that they have hopes and expectations for their children. These hopes and expectations are challenged recurrently.  相似文献   

14.
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji.  相似文献   

15.
This paper reports on a multi‐method study that examined the effects of including higher and lower proportions of students designated as having special educational needs on student achievement in secondary schools. It explores some of the issues involved in conducting such research and considers the extent to which newly available national data in England can be helpful in answering questions about inclusion and achievement. Questions pertaining to the effects of provision on achievement are discussed within a school reform agenda that emphasizes high academic standards, competition between schools and the identification of pupils with special educational needs.  相似文献   

16.
This paper provides a framework for understanding inclusion in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of inclusion, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully support the active inclusion and participation of all children in the school life. Overall, the framework is grounded on three key themes emerging from the research: inclusion is concerned only with the education of specific groups of children; the medical model is still prevalent within inclusion discourse; and inclusion is understood as consisting of different levels. As a result, a restructuring and transformation of inclusive education are necessary so as to reduce marginalisation and exclusion of many children and in particular those who have been identified as having special educational needs.  相似文献   

17.
Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision for the education of children with special educational needs and disabilities that is supported by straightforward, co‐ordinated and well‐resourced policies. If educational policy is to achieve an inclusive consciousness, it must ensure that the views of children, their families and educational professionals are listened to, and that inclusion is by the choice of the pupils and their parents and not by compulsion.  相似文献   

18.
This article presents the key findings and discusses the implications of a major study that explored the relationship between academic achievement and the inclusion of pupils with special educational needs (SEN) in mainstream schools in England. It is based on a statistical analysis of nationally held data on all pupils in England that is collected at the end of each of the 4 key stages, when pupils are aged 7, 11, 14, and 16. The analysis considered the relationship between academic achievement and inclusivity having controlled for a range of other variables. Findings indicate that there is no relationship between academic achievement and inclusion at the local authority (LA) level while there is a small but, for all practical purposes, insubstantial relationship at the school level. In addition, there is also a large degree of variation at the school level, suggesting strongly that there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools.  相似文献   

19.
This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour – more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple learning difficulties) who frequently displayed challenging behaviour as a characteristic of their SEN. Semi‐structured interviews were conducted with ten parents of children with challenging behaviour, together with 15 educational practitioners employed in mainstream and BESD schools. Findings revealed how several parents, and staff employed in BESD schools, viewed pupils with challenging behaviour as ‘unwanted’ in mainstream schools. The remaining parents, as well as mainstream practitioners, reported the opposite and indicated that these pupils received treatment deemed to be ‘preferential’ in the mainstream. This has direct implications for those concerned with supporting pupils with challenging behaviour in mainstream settings.  相似文献   

20.
This paper reports on a study conducted in five primary schools in Cyprus, focusing in detail on one of them. The purpose of the research was to explore the social status of pupils identified as having special educational needs within mainstream settings. One of the key findings was that pedagogy influences the social status of these pupils. Therefore, this paper examines the dynamic relationship between pedagogy, social status and inclusion. A major intention for inclusion in Cyprus is to promote social interactions and relationships between pupils, identified as having special educational needs, and their peers. Thus, the research examined how far this aspiration is being fulfilled and set out to understand the role pedagogy might play in enhancing or impeding the social status and inclusion of these pupils. The findings suggest that the teaching arrangements and pedagogical approaches employed by teachers are central in shaping the social status and inclusion of all pupils and particularly those who have been identified as having special educational needs.  相似文献   

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