Helping them out

Watling, Rob

doi:10.1177/1363275204038258

Cited by 9 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While group differences regarding reported exclusions did not reach significance, the high number of fixed term exclusions and the finding that a total of 104 children had been informally excluded from school, is very concerning. Although informal exclusions are not unusual (Atkinson 2013;Brede et al 2017;Mccluskey 2015;Watling 2004), they are illegal in the UK (Deparment for Education, DfE 2012). The Department for Education (DfE) in the UK also emphasises that it is unlawful to exclude a child from school due to their special educational needs and that schools have a duty under the 2010 Equality Act to make reasonable adjustments to enable students to access schooling (DfE 2012).…”

Section: Discussionmentioning

confidence: 99%

The educational experiences of autistic children with and without extreme demand avoidance behaviours

Truman¹,

Crane²,

Howlin

et al. 2021

International Journal of Inclusive Education

View full text Add to dashboard Cite

Extreme demand avoidance (EDA) is increasingly described as part of the autism spectrum and is sometimes diagnosed as Pathological Demand Avoidance (PDA). Yet little is known, about the educational experiences of children with and without EDA behaviours. Using an online survey collecting both quantitative and qualitative data, 211 parents reported on the school experiences of their autistic children. 57 parents had a child with an additional diagnosis of PDA (AUT-PDA); 91 had a child with no diagnosis of PDA but, according to parent report, displayed EDA behaviours (AUT-EDA); and 63 had a child with neither a PDA diagnosis nor EDA behaviours (AUT). Results demonstrated that there were few group differences in terms of the frequency of failed school placements and exclusions. However, children in the AUT-EDA/-PDA groups had higher levels of behaviour that challenges, which were particularly high in those with a PDA diagnosis. There were no significant differences in school exclusions, but the fact that these occurred across all groups is of concern. Qualitative results suggested overwhelmingly negative school experiences for all groups but especially the AUT-EDA and AUT-PDA groups. Parents attributed such experiences to misunderstanding of their children's diagnoses and a lack of targeted support.

show abstract

Section: Discussionmentioning

confidence: 99%

The educational experiences of autistic children with and without extreme demand avoidance behaviours

Truman¹,

Crane²,

Howlin

et al. 2021

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…The implications of these data are in some ways simple, if you are poor, of certain ethnicity, in the care of your local authority or if you experience and learn about the world in a way which deviates from the normative experience you are significantly more likely to find yourself marginalised and excluded from mainstream schooling. These are all issues which have been considered in detail in the existing literature on exclusion (Paget et al, 2015;Watling, 2004;Parsons, 1999;Youdell, 2003; D'Arcy 2014; and Office for the Children's Commissioner, 2012). Given that a higher proportion of all these groups experience PEx than the average for all pupils it is not surprising that they are also all present in the alternative provision population at a higher rate.…”

Section: Resultsmentioning

confidence: 99%

Exclusions and alternative provision: piecing together the picture

Malcolm

2017

Emotional and Behavioural Difficulties

View full text Add to dashboard Cite

This article makes the case for clearer reporting of alternative provision. The main body of this paper consists of an analysis of available data on permanent exclusions and attendance at alternative provision. Findings show a greater number of young people attending alternative provision compared to those permanently excluded and concerning patterns of over representation among children in care and those with a special educational need or disability. This raises issues of children's rights, particularly equality of educational experience and of fair access to the schooling system. It is argued that annual reporting on exclusions should be developed to include a section of in depth reporting on alternative provision.

show abstract

Working and Learning Across Professional Boundaries

Brooks

Thistlethwaite

2012

British Journal of Educational Studies

View full text Add to dashboard Cite

Helping them out

Cited by 9 publications

References 3 publications

The educational experiences of autistic children with and without extreme demand avoidance behaviours

The educational experiences of autistic children with and without extreme demand avoidance behaviours

Exclusions and alternative provision: piecing together the picture

Working and Learning Across Professional Boundaries

Contact Info

Product

Resources

About