Every child matters? An evaluation of “Special Educational Needs” programmes in England

Keslair, François; Maurin, Éric; McNally, Sandra

doi:10.1016/j.econedurev.2012.06.005

Cited by 28 publications

(16 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Empirical evidence suggests that disabled children and young people in England perform consistently worse academically than their non‐disabled peers, with disability gaps already formed during primary school (Parsons and Platt ; Department for Children, School, and Families ; Keslair, Maurin, and McNally ). Low attainment is common among students with different types of disabilities, including those whose special educational needs require specialist support beyond that available in mainstream teaching provision in English schools (Blatchford et al ; Crawford and Vignoles ).…”

Section: Introductionmentioning

confidence: 99%

Disability differentials in educational attainment in England: primary and secondary effects

Chatzitheochari

Platt

2018

British Journal of Sociology

View full text Add to dashboard Cite

Childhood disability has been largely overlooked in social stratification and life course research. As a result, we know remarkably little about mechanisms behind well-documented disability differentials in educational outcomes. This study investigates educational transitions of disabled youth using data from the Longitudinal Study of Young People in England. We draw on social stratification literature on primary and secondary effects as well as that on stigma and labelling in order to explain disabled young people's educational outcomes. We find that disability differentials in transition rates to full-time academic upper secondary education and to university are largely the result of primary effects, reflected in differences in school performance between disabled and non-disabled young people. However, we also find evidence for secondary effects, with similarly achieving disabled young people less likely to pursue full-time academic upper secondary education compared to their non-disabled peers. We examine the extent to which these effects can be explained by disabled youth's suppressed educational expectations as well as their experiences of being bullied at school, which we link to the stigma experienced by disabled young people and their families. We find that educational expectations play an important role at crucial transitions in the English school system, while the effect of bullying is considerably smaller. By drawing attention to different social processes contributing to disability differentials in attainment, our study moves beyond medical models that implicitly assume a naturalized association of disability with poor educational outcomes, and demonstrates the parallels of disability with other ascriptive inequalities.

show abstract

Section: Introductionmentioning

confidence: 99%

Disability differentials in educational attainment in England: primary and secondary effects

Chatzitheochari

Platt

2018

British Journal of Sociology

View full text Add to dashboard Cite

show abstract

“…Sullivan and Field (2013) found moderate negative effects in both reading and math for the special education group, leading them to conclude, “These results suggest that the children with delays would indeed demonstrate higher kindergarten academic skills on average if they had not received preschool special education services” (p. 256). Overall, few studies using such methods have found overwhelming evidence that special education works to raise educational attainment for students (Keslair et al, 2012).…”

Section: Effectiveness Of Special Educationmentioning

confidence: 99%

“…Special education now goes beyond access, and recent years have seen an emphasis on educational advancement and on accountability, frequently in the form of standardized testing. Because students with disabilities often score lower than same-age peers on measures of achievement, some have argued that special education does not do enough to help this population advance academically (Keslair, Maurin, & McNally, 2012; Morgan, Frisco, Farkas, & Hibel, 2010; Sullivan & Field, 2013). This argument has largely been based on comparisons between students in special education and those who are not, with a focus on the achievement gap.…”

mentioning

confidence: 99%

Special Education and Individualized Academic Growth: A Longitudinal Assessment of Outcomes for Students With Disabilities

Hurwitz

Perry

Cohen

et al. 2019

American Educational Research Journal

View full text Add to dashboard Cite

This study examined the effectiveness of participating in special education on the academic outcomes of students with disabilities. A sample of 575 students from a large, urban school district were followed longitudinally as they transitioned between general and special education to evaluate whether receiving special education services was associated with improvements in academic trajectories. Using student fixed effects models of within-person change over time, individuals’ performance on standardized tests were compared before, during, and/or after special education placement. Results indicate that test scores of students with disabilities improved after being enrolled in special education. Additionally, students exiting special education exhibited a sustained trajectory of academic growth, suggesting that participation in special education in this district was associated with enduring improvements over time.

show abstract

“…Scanning jurisdictions see exponential growth in the number of students with disabilities and budget allocations to meet their needs (Keslair, Maurin, and McNally 2011;Bennett and Wynne 2006;Riddell 2008;Florian and McLaughlin 2008). More worrying is reportage reflecting minimal gain from the investment (Keslair, Maurin, and McNally 2011).…”

Section: Bioeconomicsmentioning

confidence: 98%

Beyond a psychology of student behaviour

Slee

2014

Emotional and Behavioural Difficulties

View full text Add to dashboard Cite

This article considers developments in conceptualising and responding to student disruption and disaffection. Commencing with the educational sociologist John Furlong's attempt to fuse psychology and sociology to better understand disaffected students, this essay also engages with a recent attempt at transdisciplinary considerations of student disaffection. It is argued that the biopsychosocial model as advocated by Paul Cooper promises to extend the analysis of student disaffection and disruption. The biopsychosocial model as postulated by Cooper is weighted towards the biopsycho and is limited by scant consideration of the biopolitics of the increasing prevalence of behaviour disorders. Nikolas Rose's examination of the development of medical knowledge is enlisted to suggest broader possibilities for transdisciplinary lines of inquiry. The transdisciplinarity of Cooper's suggested model is important and points to the potential of the responses from across fields of knowledge to assist in building more nuanced understandings of social organisation and behaviour. IntroductionArranged into four sections, this article first describes John Furlong's contribution to applying a transdisciplinary analysis to the problem of student disaffection and disruption in schools. His was an attempt to broaden the analytic acuity of both sociology and psychology in the consideration of disaffected students. Following this, the article observes profound changes in the discourse of student behaviour and behaviour management from references to maladjustment or problems in socialisation on the one hand and class resistance on the other to a discourse of impaired pathology. The finer calibration of differences within student cohorts and the assignation of disruptive and disaffected students to categories of pathological defects, indeed, reflects not uncontested advances in medical knowledge (Rose 2005; Whitaker 2010) and has delivered different understandings of children's learning. The rise in the treatment of attention disorders simultaneously has the capacity to sweep up expanding numbers of students and deflect from other factors at play in the complex structural, cultural and behavioural interactions in schooling. The application of defectology has also become both an explanatory trope and a management technology (Slee 1994;Rose 1990;Rose and Ali-Rached 2013).I will then consider Cooper's (2008) attempt to build a multidisciplinary analysis of student disengagement and behaviour problems through what he calls a biopsychosocial approach. Although this analytic framework does bring more information to the table, notably advances in understandings of attention disorders, it is attenuated by not adequately interrogating the relationship between the social and the bio within his frames of

show abstract

Every child matters? An evaluation of “Special Educational Needs” programmes in England

Cited by 28 publications

References 10 publications

Disability differentials in educational attainment in England: primary and secondary effects

Disability differentials in educational attainment in England: primary and secondary effects

Special Education and Individualized Academic Growth: A Longitudinal Assessment of Outcomes for Students With Disabilities

Beyond a psychology of student behaviour

Contact Info

Product

Resources

About