Inclusion for the difficult to include

Visser, John; Cole, Ted; Daniels, Harry

doi:10.1111/1467-9604.00228

Cited by 17 publications

(18 citation statements)

References 2 publications

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“…Visser et al . () suggest that pupils with BESD constitute a greater challenge for inclusion than all other areas of SEN. Visser and Stokes () argued that there was insufficient legal provision to assist in the inclusion of pupils with EBD within mainstream schools. Others suggest a range of reasons, for example being in denial or wanting their child to be included (Connor, ; Runswick‐Cole, ), that motivate parental choice of schooling.…”

Section: Review Of the Literature On School Choice Makingmentioning

confidence: 99%

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England

Bajwa-Patel¹,

Devecchi²

2014

Support for Learning

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Example citation: BajwaPatel, M. and Devecchi, C. (2014) 'Nowhere that fits' -the dilemmas of school choice for parents of children with statements of special educational needs (SEN) in England. Support for Learning. 29(2), pp. 117135. 14679604.It is advisable to refer to the publisher's version if you intend to cite from this work. AbstractGiving 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) (DfE, 1988). With regard to children with a statement of special educational needs (SSEN), a plethora of policies and laws (e.g. ERA, 1988; Education Act, 1996, SENDA, 2001)have given parents not only the right to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse the implementation and practice of such reforms are neither assured nor simple. Participants in the 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. 2This paper 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.

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Section: Review Of the Literature On School Choice Makingmentioning

confidence: 99%

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England

Bajwa-Patel¹,

Devecchi²

2014

Support for Learning

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“…There is also no shortage of books and articles that have extolled the values of inclusion, and provided a whole range of accounts of 'good practice' in inclusive education (see e.g. Ainscow, 1999;Ballard, 1999;Mittler, 2000;Visser, Cole and Daniels, 2002;Farrell and Ainscow, 2002). In addition, there are now a number of papers that have reviewed research literature on inclusion (see e.g.…”

Section: The Inclusion Debate and Pupils With Ebdmentioning

confidence: 99%

The long-term impact of residential provision for pupils with emotional and behavioural difficulties

Farrell¹,

Polat

2003

European Journal of Special Needs Education

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As schools, local authorities and governments around the world work towards developing more inclusive policies and practices, arguments about how to provide the most effective education for pupils with emotional and behavioural difficulties (EBD) continue unabated. The behaviour of these pupils can be extremely challenging to their parents and teachers and there is evidence that mainstream schools are becoming increasingly reluctant to admit them. However, maintaining separate special provision is contrary to the general developments towards inclusion. What, then, are the consequences of placing some of our most disturbed pupils in special schools? Would they have preferred to have been educated in the mainstream sector? How successful are they in obtaining further education and employment? In order to explore these and other related questions, 26 former pupils of a residential school for pupils with emotional and behavioural difficulties were interviewed to see how they were managing since they had left the school. Among the areas we explored were the former pupils' opinions about the quality of education and care they received while they were placed at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils had very positive memories of their placement at the school and believed that it had helped them to overcome their learning and behavioural difficulties. However, many felt that the support they received after they left the school was inadequate. KEYWORDSEmotional and behavioural difficulties, special schools, long-term impact

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“…In addition to updating the terminology to represent that of current policy, the revised Teacher Attitudes to Inclusion Scale extends the original questionnaire to include an assessment of teachers' willingness to include different types of SEN within their classroom, as some research suggests that children with certain difficulties may be more problematic to include within the mainstream classroom compared to others (Evans & Lunt, 2002;Visser, Cole, & Daniels, 2003;Visser & Stokes, 2003). Questions relating to teachers' perceived adequacy of support have also been added to the TAIS based on findings to suggest that these may play an important role in teachers' attitudes toward inclusion (for example, Goodman & Burton, 2010).…”

Section: Current Studymentioning

confidence: 99%

Psychometric Properties of the Revised Teachers' Attitude Toward Inclusion Scale

Monsen

Ewing

Boyle

2015

International Journal of School & Educational Psychology

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Inclusion for the difficult to include

Cited by 17 publications

References 2 publications

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England

The long-term impact of residential provision for pupils with emotional and behavioural difficulties

Psychometric Properties of the Revised Teachers' Attitude Toward Inclusion Scale

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