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There are more pupils of secondary‐school age in special schools in England than those of primary‐school age. In 2016, 60% of the 88,009 pupils aged between 5 and 16 in special schools in England were of secondary age. This disproportionality can be viewed as an indication that inclusion of children with special educational needs in mainstream secondary schools is not being achieved. This two‐part multiple methods study involved a standard empirical enquiry, used survey methodology with rating scales and open‐ended questions. The second part used futures studies methodologies and focus‐group evaluation techniques to develop a vignette of a school that successfully includes those children who are placed in special schools, at the time of this study which was then subjected to critique and evaluation by a variety of expert and stakeholder groups in several focus‐group settings. The suggestions arising from these discussions informed the reformulating and development of the vignette. Analysis reveals that while school structure and organisation account for some of the explanations of over‐representation, so do within‐child factors, issues around relationships, processes and curriculum as well as exosystemic/chronosystemic factors. A vignette of a future school is presented, one that which includes the children who are excluded from mainstream schools at the time of writing. This paper highlights the unexplored phenomenon of secondary over‐representation in special schools in England and presents an in‐depth analysis of the reasons that stakeholders give to explain this over‐representation. Uniquely, this analysis is then translated into a design of a possible future inclusive school.
There are more pupils of secondary‐school age in special schools in England than those of primary‐school age. In 2016, 60% of the 88,009 pupils aged between 5 and 16 in special schools in England were of secondary age. This disproportionality can be viewed as an indication that inclusion of children with special educational needs in mainstream secondary schools is not being achieved. This two‐part multiple methods study involved a standard empirical enquiry, used survey methodology with rating scales and open‐ended questions. The second part used futures studies methodologies and focus‐group evaluation techniques to develop a vignette of a school that successfully includes those children who are placed in special schools, at the time of this study which was then subjected to critique and evaluation by a variety of expert and stakeholder groups in several focus‐group settings. The suggestions arising from these discussions informed the reformulating and development of the vignette. Analysis reveals that while school structure and organisation account for some of the explanations of over‐representation, so do within‐child factors, issues around relationships, processes and curriculum as well as exosystemic/chronosystemic factors. A vignette of a future school is presented, one that which includes the children who are excluded from mainstream schools at the time of writing. This paper highlights the unexplored phenomenon of secondary over‐representation in special schools in England and presents an in‐depth analysis of the reasons that stakeholders give to explain this over‐representation. Uniquely, this analysis is then translated into a design of a possible future inclusive school.
This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers’ reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be.
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