Pragmatism, Ideology and Educational Change: The Case of Special Educational Needs

Croll, Paul; Moses, Diana

doi:10.1111/1467-8527.00067

Cited by 14 publications

(8 citation statements)

References 11 publications

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“…By 1998 all the local authorities in the study had special education policy statements committing the local education authority to the fullest possible inclusion. Nevertheless, some of these authorities have increased the proportion of children in special schools over recent years (Croll & Moses, 1998, 2000b. The Green Paper on special educational needs, Excellence for All Children (DfEE, 1997), reflects the tension in current thinking.…”

Section: Inclusionmentioning

confidence: 99%

“…To this extent the 'strong' programme of inclusion has not influenced the thinking of primary teachers. The responses to questions about inclusion in primary schools were largely pragmatic ones (Croll & Moses, 1998). Teachers and heads were very conscious of the pressures of class sizes and resources which they were already experiencing and stressed the problems they would have in coping with greater levels of difficulties.…”

Section: Inclusionmentioning

confidence: 99%

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Special educational needs across two decades: survey evidence from english primary schools

Croll

Moses

2003

British Educational Res J

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The article considers the perceived prevalence of special educational needs in English primary schools and changes in this prevalence over two decades and relates these to issues in education policy, teacher practice and the concept of special educational needs. The studies considered are two major surveys of schools and teachers, the first conducted in 1981 and the second conducted in the same schools in 1998. Important features of both studies were their scale and the exceptionally high response rates achieved. Two central findings were the perception of teachers that special educational needs were widespread and of an increase in special educational needs over time: perceived levels of special educational needs were one in five children in 1981, which had risen to one in four children in 1998. Learning difficulties were by far the most common aspects of special educational needs but many children had multiple difficulties, and behavioural difficulties were seen by teachers as the main barriers to inclusion. The very high figures for prevalence raise questions about the continued usefulness of the concept of special educational need distinct from broader issues of achievement.

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Section: Inclusionmentioning

confidence: 99%

Section: Inclusionmentioning

confidence: 99%

Special educational needs across two decades: survey evidence from english primary schools

Croll

Moses

2003

British Educational Res J

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“…Any consideration of the impact of the ideology of inclusion must be set in the context of a pragmatism that also informs decision-making. This issue is dealt with more fully elsewhere (Croll & Moses, 1998a). It is concerned essentially with an attempt to provide the most satisfactory education in the circumstances.…”

Section: Ideologymentioning

confidence: 99%

Continuity and Change in Special School Provision: Some perspectives on local education authority policy‐making

Croll

Moses

2000

British Educational Res J

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The article considers aspects of local authority policy‐making with regard to segregated special school provision for children with special educational needs and the resilience of a separate special school sector, despite a policy climate favouring inclusion. Statistical evidence shows a small but steady trend to more inclusive provsion but very considerable variation between local education authorities (LEAs). The notion of ‘the dominance of structure over ideology’ is used to explore LEA decision‐making processes but is shown to have limited explanatory power. The data suggest that the use of incremental policy development has not resulted in significant long‐term change and that a fundamental policy initiative has been a necessary, though not sufficient, condition of reform. Other factors facilitating reform included a small size of LEA and a preparedness to confront opposition. Strong commitment by key individuals was more important than an overall climate of opinion in securing greater inclusion.

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“…The key issue in general is whether a school named by a council could meet the child's educational needs. The general trend for councils has been to place children with dyslexia in mainstream maintained schools as day pupils as dictated by 316, 316A, and 319 of the EA 1996 (Croll & Moses, 1998). The parents, in contrast, have sought the placement of their children at private special schools for children with dyslexia, usually as a boarder.…”

Section: Substantive Issuesmentioning

confidence: 99%

Participation of children with dyslexia in compulsory education: current public policy issues

Konur¹

2006

Dyslexia

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The assessment and placement of children with dyslexia at appropriate schools has been regulated in the UK by a series of laws since 1944. Recent public policy developments such as the introduction of new duties and rights, and the development of law regarding educational negligence have sharpened the public policy debate on the effectiveness of these policies. This paper explores policy-related issues from an interdisciplinary perspective by outlining and discussing a sample of appellate legal cases regarding children with dyslexia. The provisions of these laws have shaped the actions of key stakeholders such as parents and councils. Similarly, the law on educational negligence has had a similar impact. Procedural rules of courts and tribunals have been equally important in restricting access to the courts by parents. Learning difficulty tests have further restricted their access. It is essential that provisions of the relevant Acts should be designed to enable these children to develop their academic and social skills in the same way as their non-dyslexic peers and to make the transition into employment and/or higher education successfully.

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Pragmatism, Ideology and Educational Change: The Case of Special Educational Needs

Cited by 14 publications

References 11 publications

Special educational needs across two decades: survey evidence from english primary schools

Special educational needs across two decades: survey evidence from english primary schools

Continuity and Change in Special School Provision: Some perspectives on local education authority policy‐making

Participation of children with dyslexia in compulsory education: current public policy issues

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