Search

Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a 'universalist' view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to 'quality' in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists ( EPs) and Special Educational Needs Coordinators ( SENCos), is also examined. [ABSTRACT FROM AUTHOR]

In July 2006, the House of Commons Education and Skills Committee reported on Special Educational Needs. The report expressed concern over the Government's policy on SEN, especially as it relates to inclusion and to the confusion this has created for special schools. In this article I shall attempt to tease out what I believe to be the government's policy on special schools, drawing on the 2004 report Removing Barriers to Achievement: the Government's Strategy for SEN and other related documents. From an analysis of the texts and drawing on my own lengthy experience working in special schools, I believe two central themes emerge for the role of special schools: (a) that of providing schooling for pupils with the most severe and complex SEN; and (b) using their expertise to provide outreach support to mainstream schools for pupils with SEN. The writer is currently following an EdD course of study at the Institute of Education, University of London and this article draws on an assignment he prepared on Contemporary Policy. [ABSTRACT FROM AUTHOR]

The study outlined here was an attempt to examine the use of 'Circle of Friends' as a single intervention approach in addressing the issue of inappropriate social interactions in a child with Asperger Syndrome. The child selected was in a mainstream setting, as the main feature of a circle of friends is peers supporting peers. The child was involved in the selection of peers for the development of the circle of friends and it was hoped the approach would challenge children's attitudes in relation to the child with Asperger Syndrome and also improve social understanding for the focus child. The results clearly indicated that the intervention had been successful in reducing the stigma around 'difference' for the focus child and it was clearly evident that the 'circle of friends' approach had provided a much needed network of social support in a mainstream school. The conclusion highlighted that the focus child was able to understand far more easily the 'hidden curriculum' that neuro-typical children find so easy to decipher. [ABSTRACT FROM AUTHOR]

Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act ( ERA). With regard to children with a Statement of special educational needs ( SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as 'nowhere seems to fit'. [ABSTRACT FROM AUTHOR]

There has been lively and continuing interest worldwide about how best to ensure that all children, and, in particular, children with special needs or disabilities, have their views heard. In the UK, successive legislation across children's services has made this increasingly important. Children's views are even a part of the formal evaluation of many services (such as reviews and inspections of peripatetic support services in education). Making such processes ‘real’ rather than token requires that we find effective ways through which all children can share what they feel about their schools, services and provision. This article describes a technique using a small number of card pictures (eight) to prompt ideas about key elements of a narrative. We suggest that this approach, which has been tried and tested in depth in a local authority (as well as in various research projects), has considerable application in teaching and assessment with diverse children and young people across various contexts. We include examples to illustrate the versatility and value of the approach for schools and other services. [ABSTRACT FROM AUTHOR]

UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. [ABSTRACT FROM AUTHOR]

David Johnstone and Cliff Warwick review policies for inclusion and illustrate with examples from Europe and the United Kingdom. They provide some 'action points' for local authorities and argue that learning support reaches beyond the simple confines of school placement and deep into the community. [ABSTRACT FROM AUTHOR]