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1.
《Support for Learning》2006,21(3):149-155
Recent international and Governmental policy has identified the need for all public services and professionals involved with children to take into account the children's views, needs and wishes, when making decisions about their care and educational provision. This is of particular importance in the context of special educational needs disagreement resolution. This article reports on a small scale preliminary study carried out in January 2004, focusing upon parental perspectives of pupil involvement in SEN disagreement resolution. Ten parents of children with SEN were interviewed using a semi‐structured interview schedule, addressing their experience of the disagreement resolution process and the extent and nature to which their child was involved. Whilst it is acknowledged that the sample in this study was small, and thus may be regarded as tentative and preliminary, a thematic analysis of the content of the interviews indicated that children are not directly involved in informal disagreement resolution meetings. Most notably the parents report that they are unclear about the process and rules about directly involving children. Where children are involved, their views are given indirectly and in most cases their views are only presented by the parents. The authors make several recommendations for enhancing pupil participation in SEN mediation arrangements including, making the overall process more transparent and perhaps having a child advocate who could ensure that the child's views are represented in a way that is suitable to the particular needs of each child.  相似文献   

2.
Dawn Male (a lecturer in the education and psychology of children with special needs at the Institute of Education, University of London, and an educational psychologist) considers how the nature of the SEN displayed results in varying completion times for assessments and the issuing of statements, and asks whether the new arrangements introduced by the 1993 Education Act will make any difference.  相似文献   

3.
There is an analysis of a sample of secondary school prospectuses with a focus upon special educational needs [SEN]. The background context is the Parent's Charter which promises information and choice, and the official governmental regulations for the content of the prospectus. The general analysis examines the prospectus in terms of its methodological status, quality of production, school policies, rules, uniform, extra‐curricular activities, examination results and staff qualifications. The SEN section first addresses the absence of school policy statements and explores the depiction of approaches, the nature of the SEN pupil, the pupil with physical disabilities, a textual analysis of schools’ SEN terminology and strategies for SEN.  相似文献   

4.
This paper addresses the broad question of whether or not the UK SEN system works from the perspective of the parent and the child, at the moment when a need first becomes apparent. The sparse literature on this topic suggests parental experiences may differ substantially, but there is growing evidence from small‐scale studies that parents are unhappy with the situation and children’s needs are not being met. The findings of a longitudinal participant observation study are presented. It is argued that current conceptualisations of the SEN system are located exclusively or primarily within the educational domain and fail to take into account the full complexity of the system. To access support via the SEN system, a child and his/her parents have to interact within three distinct domains: educational, legal and medical, and in each of which the child occupies a qualitatively different space as “pupil”, “case” and “patient”. There is scope for errors and failings to occur within each domain, at multiple levels, and in the interstices between domains. Furthermore, at all levels, the system has both formal and informal dimensions. We argue that this alternative “whole systems” perspective on the SEN system transcends current conceptualisations and that existing “solutions” proposed to improve the SEN system will not work unless they take into account these complex dynamics.  相似文献   

5.
Although students with disabilities are over-represented in the juvenile justice system and frequently receive poor educational services, few studies have examined strategies to increase compliance with student needs and individualized education programs. In this study, we conducted interviews with eight probation officers in the Advocacy Unit of a juvenile justice system in a large Midwestern city. We examined the advocacy strategies used by the probation officers as well as the barriers they faced in ensuring court-involved youth received appropriate educational supports. Advocacy strategies included: documentation, collaboration with other stakeholders, and assertive but not aggressive communication. Probation officers also mentioned more creative advocacy strategies. Barriers to effective advocacy included: poor working relationships with schools, older age of youth, and obstacles to parent involvement. We discuss implications for research and practice.  相似文献   

6.
This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed.  相似文献   

7.
This research examines the role of teaching assistants (TAs) working with children with special educational needs (SEN) in an increasingly complex and diverse context. The role of the TA has been given more attention recently, partly due to the increased focus on their effectiveness within an inclusive education system in a time of workforce reform. The research takes a life history approach to examining the experiences of TAs within inclusive contexts and focuses upon how their backgrounds impact upon their role within the classroom, as well as how their experiences demonstrate ambiguity, tension and contradictions. Rather than a focus on pupil and institutional outcomes, the article analyses the tensions between the policy and institutional frameworks of inclusion and how TAs experience this. TAs' contradictions, tensions, resistance and also pleasures within their work are explored from their own perspectives. The personal interpretations, understandings and day‐to‐day implementation of inclusion are the focus.  相似文献   

8.
This study explored the benefits of using preferred interests to model social skills in a peer-mentored environment for students with special educational needs (SEN). Research suggests that in order for true inclusion to take place, students must participate socially with their peers, outside the classroom space. However, funding and availability of resources are the main barriers to inclusion being fully implemented in Irish schools. This research sought to assess how a peer-mentored social skills club could facilitate an inexpensive approach of including students with SEN, outside the classroom. The group agreed on a technology-based club. Senior students were encouraged to take a lead role in the organisation and participation of the group and to support junior students via modelling of good social and leadership skills. Results revealed that students with SEN reported that a social group facilitated them to make new friendships while also allowing them to develop their social skills. The findings suggest that the addition of a student without an SEN, who took a lead role in this group, had a positive effect on this club and facilitated the inclusion of students with SEN into the wider school environment.  相似文献   

9.
Research within physical education (PE) utilising the occupational socialisation framework indicates that the childhood phase of socialisation is the most powerful phase of socialisation. However, for most teachers working with pupils experiencing special educational needs (SEN), the childhood phase often lacks direct experience of SEN and thus ceases to exist as a socialising force. Consequently, the higher education and workplace phases form a ‘salvaged’ phase upon which to base pedagogical approaches (Pugach). In light of this dichotomy, the aims of this case study were to (1) examine how one PE head of department (HOD) in a specialist social and emotional behavioural difficulties (SEBD) school taught year 9 pupils games; (2) identify factors that led to such instruction and (3) consider the influence of the three phases of occupational socialisation on her pedagogical approaches. Data collection methods consisted of formal and informal interviews and lesson observations. The data were inductively analysed, and themes were drawn from this process. Using a systematic learning approach, lessons were game orientated based around pupil decision‐making and limited technical practice. Factors influencing this practice were her exploratory outdoor activity experiences and the nature of the pupils. In contrast to Pugach, this research indicates that the childhood phase of socialisation can provide an ‘apprenticeship of observation’ for those teaching PE to pupils experiencing SEBD. That such perceptions can be strongly held suggests that prior examination of the childhood biographies of those recruited to PE teacher training and/or PE teachers teaching pupils who experience SEBD appears warranted.  相似文献   

10.
Children with special educational needs (SEN) are known to experience lower average educational attainment than other children during their school years. But we have less insight into how far their poorer educational outcomes stem from their original starting points or from failure to progress during school. The extent to which early identification with SEN delivers support that enables children who are struggling academically to make appropriate progress is subject to debate. This is complicated by the fact that children with SEN are more likely to be growing up in disadvantaged families and face greater levels of behavioural and peer problems, factors which themselves impact attainment and progress through school. In this paper, we evaluate the academic progress of children with SEN in England, drawing on a large‐scale nationally representative longitudinal UK study, the Millennium Cohort Study, linked to administrative records of pupil attainment. Controlling for key child, family and environmental factors, and using the SEN categories employed at the time of data collection, we first establish that children identified with SEN in 2008, when they were age 7, had been assessed with lower academic competence when they started school. We evaluate their progress between ages 5–7 and 7–11. We found that children identified with SEN at age 7 tended to be those who had made less progress between ages 5 and 7 than their comparable peers. However, children with SEN continued to make less progress than their similarly able peers between ages 7 and 11. Implications are discussed.  相似文献   

11.
International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special educational needs like school less than their peers without SEN in mainstream settings. Using data from a large scale longitudinal study of 8578 9-year-olds, this paper uses a child centred research approach to investigate why this is the case particularly when they are in receipt of supports. To do this, we focus on processes underlying their dislike of school such as their academic engagement and social/peer relations. We measure academic engagement by looking at their interest in the subjects mathematics and reading and the extent to which they complete their homework. We examine the social/peer relations of students with special educational needs by assessing the extent to which they report liking their teacher. Using the Strengths and Difficulties Questionnaire (SDQ) Scale and the Piers-Harris Self-Concept Scale we also examine the nature of peer relations among children with special educational needs in mainstream settings. Both academic engagement and social engagement play a central role in understanding the broader school engagement of children with special educational needs. By simultaneously examining the role of academic and social relations in shaping the engagement of children with SEN, the analysis provides a unique opportunity to fundamentally assess the barriers to true inclusion for children with special needs.  相似文献   

12.

This paper outlines the characteristics of peer mediation in schools and its potential, evident in the literature, for reducing pupil–pupil conflicts referred to teachers. Then, drawing on personal experience, research and a review of literature, the author argues that for peer mediation projects to be effective they need to be in synergy with the culture of the school, including its approach and vision to the management of conflict. Making this argument requires a means of modelling school culture, which will be outlined. Finally, the author argues that attention also needs to be given to how the service will be sustained.  相似文献   

13.
Since August 2003, pupils with auditory, communicative, motor, mental or multiple disabilities, as well as severe behavioural/emotional problems, in The Netherlands have been entitled to receive a pupil‐bound budget when attending a mainstream school. The first experiences with this budget in regular Dutch primary schools are described in this paper. The focus is on the social position and development of 20 special educational needs (SEN) pupils who were placed in mainstream primary schools. The class teacher, parent(s) and peripatetic teacher of each of the pupils were interviewed; interviews focused on the cognitive, social and social‐emotional development of the SEN pupils. In addition, the class teacher, parent(s), peripatetic teacher and classmates assessed the social position of the SEN pupil via interviews and a sociometric questionnaire. The results showed that teachers and parents and, to a lesser extent, peripatetic teachers, had a more positive view of the social position of the SEN pupils than did classmates. The results of the sociometric questionnaire indicated that the social position of the SEN pupils and that of their non‐SEN classmates did not differ significantly, however. In addition, a panel of five independent assessors assessed the cognitive, social and social‐emotional development of the 20 SEN pupils by examining anonymous pupil dossiers, which comprised information derived from interviews with class teachers, parents and peripatetic teachers, together with results of the sociometric questionnaire and a copy of the individual education programme (IEP) of the SEN pupils. The assessments showed that the panel had concerns about the development of 35% of these pupils; it was (very) positive about a further 35% of the SEN pupils. An expected relation between the social position of the SEN pupils and satisfaction of the panel concerning the development of the SEN pupils, however, was not found.  相似文献   

14.
Background Over the past 20 years or so policy and practice on the education of children with special educational needs (SEN) has been aimed at placing increasing numbers of children in a mainstream school environment. Although this policy has been supported in principle by many teachers, parents and local authority officers, there has been much less agreement about whether this principle can be realized in practice, and even if it can, about what the impacts might be on the achievements of pupils with SEN in mainstream schools and, in particular, on their peers.

Purpose This paper discusses the key findings from a systematic review of the literature carried out by the Inclusion Review Group, on behalf of the Evidence for Policy and Practice Information (EPPI)-Centre, the purpose of which was to review research evidence on whether the placement of pupils with special educational needs (SEN) within mainstream schools has an impact on academic and social outcomes for pupils without SEN.

Design and methods The methodology followed the procedures adopted by the EPPI-Centre. Having agreed on the inclusion and exclusion criteria for studies that could be included in the review, an initial pool of 7137 papers were identified through electronic databases. After having screened all their titles and/or abstracts and having marked out possible papers to be included in the review, 119 paper copies were obtained—all of which were read by one or more of the authors of this paper. This led to a further reduction to 26 studies that were subjected to the EPPI data extraction process and synthesis.

Conclusions Overall, the findings suggest that there are no adverse effects on pupils without SEN of including pupils with special needs in mainstream schools, with 81% of the outcomes reporting positive or neutral effects. Despite concerns about the quality of some of the studies that were reviewed and the fact that the great majority were carried out in the USA, these findings should bring some comfort to headteachers, parents and local authority officers around the world at a time when concerns have been raised about the problems that schools face in responding to the twin agenda of becoming more inclusive and, at the same time, raising the achievements of all their pupils.  相似文献   

15.
As a society, we have a responsibility to provide an inclusive built environment. As part of the need to promote inclusion, there is now a growing trend to place pupils with special educational needs (SEN) into a mainstream school setting. This is often facilitated by providing a specialist SEN resource base located within the mainstream school. This article outlines why the whole school should be considered when locating and implementing a SEN resource base. It also highlights the wider opportunities for enhancing inclusion for pupils with SEN when giving holistic thought to the wider context of the resource base. It then indicates a four‐stage approach, using the illustrative example of a pupil with autistic spectrum disorder (ASD), to help evaluate the optimum SEN resource base location within a mainstream school setting. Finally it highlights some benefits and challenges of an enriched school environment for all pupils when considering genuine inclusion.  相似文献   

16.
In this discussion paper, Suzanne Mackenzie, senior lecturer with responsibility for the special educational needs BA and MA programmes at the University of East London, reviews previous research in order to identify changes in the role of the special educational needs co-ordinator (SENCo) in schools in the UK. She provides an overview of the SENCo role from an historical perspective and discusses the diverse and challenging nature of the SENCo's work. She notes a marked lack of consistency, over time and across contexts, in interpretations of the SENCo role and examines variation in workload, status and position within school hierarchies. Suzanne Mackenzie highlights the gaps in current research on the work of SENCos and makes suggestions for future developments in the role. She focuses, in particular, on the ways in which SENCo 'effectiveness' can be determined.  相似文献   

17.
Inclusive education of pupils with special educational needs (SEN) has become a global trend. However, a considerable number of studies have shown that mere enrolment in mainstream classrooms is not enough to support the social participation of pupils with SEN. These children are at risk of experiencing difficulties in their involvement with peers at school. Thus, the question arises of how social participation can be fostered in mainstream classrooms. A systematic review of 35 studies was conducted to investigate which interventions are effective in inclusive mainstream preschool and elementary classrooms. Teaching interaction strategies to typically developing pupils, group activities in the academic context (cooperative learning and peer-tutoring), support groups for pupils with SEN, and training paraprofessionals to facilitate social interactions, were found to improve the social participation of pupils with SEN in general education classrooms. Nevertheless, there is need for more intervention studies implementing a variety of strategies and including different groups of pupils with SEN.  相似文献   

18.
The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with special education training. Often, however, foreign language teachers lack training and do not know how to adapt teaching methods for pupils with SEN in the regular language learning class. In this study, 109 elementary school teachers filled out questionnaires examining practices and attitudes about inclusion of pupils with SEN in the English as a foreign language (EFL) class in Israel. Findings indicated that pupils with SEN are included in regular EFL classes, taught with the same materials as the class, usually by teachers with no specialised training and no teaching assistants. Teachers are not always encouraged to take in-service courses on how to teach these pupils. No significant difference were found between teachers with and without special education training regarding inclusion practices, but slight differences were found with regards to attitudes towards inclusion of pupils with SEN. The majority of teachers felt that pupils with SEN should be taught in special education settings with specialised materials, and not in the regular education class. These findings raise questions regarding the efficacy of inclusion laws and language learning policies.  相似文献   

19.
There are legal, moral and practical reasons to involve pupils in planning provision for their special educational needs. We do not yet know how principles are implemented in practice. This study explored the views and experiences of 64 teachers with an interest in special educational needs through an online survey. Participants reported greater pupil involvement in everyday matters, less in conceptual aspects of planning. Effective strategies were based on good teacher-pupil relationships and school-wide systems for sharing pupil views. Participants gave examples of the impact of pupil participation on teacher insight, pupil motivation and material provision. 84 per cent indicated that they would like pupils to be more involved in decisions about their provision than they currently are. Barriers included the nature of children’s difficulties and practitioner attitudes. Listening to children is intrinsic to good teaching, yet pupils also benefit from a more formal role in provision planning.  相似文献   

20.
This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice and improve delivery of the principles underpinning the reforms. The research deployed an adapted version of SWOT analysis as a tool for seeking the views of SENCOs on the perceived benefits and challenges of the SEND reforms. The findings demonstrate that SENCOs broadly support the principles of the reforms. However, SENCOs find some of the procedures in the 2015 SEND Code of Practice as proving problematic. There still remains a significant focus on managing administrative processes, rather than bringing about a fundamental change to school culture and educational provision. The article concludes by making several recommendations on ways to reduce bureaucracy for SENCOs and increase their focus on classroom practice.  相似文献   

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