共查询到20条相似文献，搜索用时 359 毫秒
1.
《British Educational Research Journal》2004,30(1):43-65
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
2.
Jonathan Glazzard 《Support for Learning》2014,29(1):39-53
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
3.
Chrissie Rogers 《British Journal of Sociology of Education》2007,28(1):55-68
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
4.
Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate ‘behaviour’ schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with schoolwork and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that ‘mainstream’ school reform is of first-order importance. 相似文献
5.
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
6.
This paper reviews the findings and wider policy implications of an evaluation of two pilot projects for the inclusion of disabled pupils from special schools into mainstream settings in a single English education authority. These included (a) paired Partnerships between schools, and (b) the use of special school staff and resources in a Support role within mainstream schools. The focus of the schemes was to promote the inclusion of those children with more complex impairments and health conditions not ‘easily’ included in mainstream settings. The research investigated the views and experiences of all stakeholders in the process, including pupils, parents, support staff, health professionals, teachers and senior managers. Although there was shared support for the principle of inclusion, there were significant differences of emphasis and concern among the different groups. In this paper, we review the commonalities and differences in these stakeholder views and highlight six key areas for evaluating process and outcome in the inclusion of disabled children. These findings are analysed within the wider context of UK educational policy and the inclusion literature. The paper concludes that although the pilot schemes under consideration had relatively little impact, they highlight a number of important tensions in the debate over inclusion, competition and managerialism in the British schooling system under the New Labour government. 相似文献
7.
Jonathan Glazzard 《Support for Learning》2014,29(1):24-38
This article illustrates, through the story of one mainstream primary school, the tensions between the inclusion agenda and the standards agenda. The school is situated in an area of social deprivation and nearly half of the school population have been identified as having special educational needs. The story presented in this article illustrates powerfully the inherent injustice of the performative culture which pervades education and the effects of this discourse for children with special educational needs and their teachers. I argue that a policy change is needed to create a more equitable education system and that, in the absence of such a change, schools such as the one presented here will risk being categorised as failing schools. This will have disastrous consequences for the teachers' careers, children's self‐concepts and the inclusion agenda itself. 相似文献
8.
The era of New Labour government has witnessed unprecedented growth in inclusive education policies. There is, however, limited evidence that policies have increased disabled children’s inclusion. This article explores reasons for this contradiction. Drawing on sociological insights, it is argued that New Labour policies on inclusive education take their cues from wider neo‐liberal constructions of social exclusion; ideas that point to the personal deficits of the excluded rather than social barriers and inequalities that systematically exclude. Increasingly narrow definitions of educational success are likely to add to this exclusion. This mirrors New Labour’s broader social inclusion agenda in emphasising ‘conditional’ inclusion and an increasingly utilitarian approach to social policy. New Labour, it is argued, needs to review the lessons of history in reducing disabled children’s educational exclusion if real progress is to be made. Warnock’s recent attack on the principle of inclusive education makes this review all the more urgent. 相似文献
9.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
10.
This review integrates theoretical perspectives and empirical evidence of a sense of school belonging (SOSB) to highlight its importance in understanding the inclusion efficacy research for pupils with special educational needs (SEN). Specifically, it examines the role of a SOSB on pupils' cognitive, affective, behavioural and social developmental outcomes. In addition, it considers the inclusion efficacy research regarding the outcome of mainstream and special education for pupils with SEN. In turn, the review synthesises the two areas of research on school belongingness and inclusion to suggest that a SOSB is important in understanding the relationship between school placement and developmental outcomes for pupils with SEN. 相似文献
11.
Barbara Ann Cole 《欧洲特需教育杂志》2013,28(3):287-307
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
12.
Megan Tones Hitendra Pillay Subhas Chandra Jennifer Duke Rukh Mani Joseph 《International Journal of Disability, Development & Education》2017,64(5):497-513
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
13.
Faryal Khan 《欧洲特需教育杂志》2013,28(1):98-111
ABSTRACT This paper presents an overview of the present educational system and structures in Pakistan. Historical developments in special education are reviewed, and legislation, policy, administration and organization at the national, regional and local levels are described. Efforts are under way in Pakistan to move away from the dual system of education, in which children with special educational needs receive educational services in special schools, towards an inclusive school system. Initiatives to mainstream children are being launched in pilot projects, and efforts are being made to build linkages between special and regular schools. Under the term ‘special needs education’, the trend is to shift the focus from disability categories towards building the capacity of the schools and providing needed support services. It is envisioned that the first step in promoting inclusion is to consolidate the dual administrative structure into a single system, with a clearly defined policy and plan for accommodating children with special needs within ordinary schools. 相似文献
14.
Mary Nugent 《Educational Psychology in Practice》2008,24(3):189-206
This study evaluates and compares special educational services for children with dyslexia in three different Irish educational settings: special schools, reading units and mainstream resource provision. The emphasis is on the child’s experience of special education. Participants were dyslexic children aged 8–13 who had been accessing special educational services for two academic years. Data collection involved individual interviews with each of the 100 children. Further data about the child’s experience were collected by parental questionnaire. Results suggested that while children overall were happy and evaluated special educational services positively across all three settings, children in special schools and reading units seemed to be happier and to have more positive experiences than children attending mainstream resource provision. The discussion considers the implications of these findings in the context of the inclusion debate in special education. It also considers the limitations of this small‐scale study and the need for further research. 相似文献
15.
The inclusion of children with special needs in mainstream regular schools has been seen as the best practice in special education provision, most markedly since the 90s. International research has provided amassing evidence towards the advantages of inclusive model over a segregation model of special education provision. However, nearly two decades after the signing of the international pledge, namely the Salamanca Statement (UNESCO) towards accepting inclusive education, Malaysia has not yet fully gained the momentum to implement inclusive education for children with special needs, especially for children identified within the category of learning disabilities. Because of the delay in policy implementation, inclusive education remains sparingly practiced in some schools without formal support. This study aims to investigate a scenario of this practice in a mainstream primary school via interviewing the regular teachers. The ultimate aim of this investigation is to identify ways to move forward from the current practice of ‘unconscious inclusion’. 相似文献
16.
Marita Falkmer Katie Anderson Annette Joosten 《International Journal of Disability, Development & Education》2015,62(1):1-23
Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents’ perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child with ASC in mainstream schools is likely to improve inclusive practice. Twenty-eight empirical articles revealed that parents perceived teachers as playing a vital role in the inclusion of their children with ASC. The school was considered important in creating an environment that enabled inclusion, particularly through positive peer relations, prevention of bullying and help from support staff. At the societal level, funding and legislative policies were considered important. By understanding these aspects, policy-makers, teachers, school administrators and therapists may better be able to address parents’ inclusion concerns and thereby develop strategies to improve inclusion in mainstream schools. 相似文献
17.
In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy‐makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil’s ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children’s actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to ‘differences’ and causes a negative effect on children’s membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored. 相似文献
18.
Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an ‘exclusionary inclusion’ that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the ‘least restrictive’ learning environment for this group of students and enabling them ‘to reach their full potential’. It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers’ and special education teachers’ interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed. 相似文献
19.
Karen E. Broomhead 《Support for Learning》2013,28(1):4-10
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.
Eve Griffiths 《British Journal of Special Education》2009,36(4):213-221
The association of inclusive education with an equity discourse means that the question of ‘how’ to include is one currently faced by many teachers in the UK. Written by Eve Griffiths, who teaches English, literacy, media studies and drama in a special school in Wolverhampton, this article constructs a set of inclusive principles for teaching and learning and reports on pupil and teacher responses in mainstream and special schools to a three‐week literacy project in which these approaches were implemented. Research diaries and small group‐based interviews were used in both educational settings to access the opinions of 20 pupils with a Statement of special educational needs. The research found that the pedagogical approaches were successful in breaking down some barriers to inclusion between the two groups of pupils, but Eve Griffiths concludes that significant changes would need to be brought about for there to be any longevity in the eradication of these obstructions. 相似文献