Patterns of preschool provision in English local authorities 1

It is estimated that in 1986 40‐50% of children in England aged 3 and 4 were attending pre‐school playgroups. Another 20% were receiving education in nursery schools and classes, mostly part time, whilst a further 20% were in the reception classes of infant schools, mostly full time. Using data on the provision of these services within each local authority in England it is shown that the numbers of nursery education and of playgroup places are strongly negatively correlated. Combining these statistics with data from the 1981 Census it is also shown that the rates of provision are strongly related to the socio‐economic characteristics of the authorities, such that playgroups predominate in the more affluent areas whereas high levels of nursery education are found in urban areas with more material disadvantage.

     

Some Aspects of Special Education in Singapore

The Special Educational provision in Singapore for children with disabilities has progressed considerably since the first voluntary group began in 1947.

By mid-1986, there were 12 special schools catering for some 2,000 pupils; intellectually disabled, educationally subnormal, hearing impaired, visually handicapped, cerebral palsied and multiple handicapped. All these schools are run by Voluntary Associations with Government support in terms of funds, buildings and some teachers.

However, an analysis of prevalence figures indicates a possible shortfall in the numbers of disabled children actually attending special schools, and an over-concentration of these schools in one part of Singapore which might deter some parents from sending their children to the appropriate special school.

One major improvement in the quality of Special Education has been the systematic training (since 1984) of the unqualified Association teachers at the Institute of Education on the Certificate in Special Education Programme.

However, there would still seem to be a need for more therapists and para-professionals to support the services offered in the special schools.     

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.

Key Points

• Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.
• Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.
• School-wide positive behaviour support (SW-PBS) provides a useful framework to help special schools meet these expectations.

     

The contribution of ‘shared education’ to Catholic–Protestant reconciliation in Northern Ireland: a third way?

Northern Ireland has achieved political stability and its devolved government is now tackling public policy issues neglected during periods of sectarian violence. Notwithstanding the prevailing political optimism, one legacy of the conflict is a deeply divided society. This is particularly manifest in the education system where around 90% of children attend either state (controlled) schools (de facto Protestant) or Catholic (maintained) schools, with integrated schools accounting for less than 6% of the school population. In an attempt to address this duplication of services, in the context of 85,000 empty desks, external funders have piloted an initiative entitled The Shared Education Programme (SEP) where schools working in cross‐community partnerships deliver shared classes and activities in order to improve education outcomes. This paper attempts to: quantify the educational returns for pupils participating in the SEP; articulate the qualitative reconciliation benefits from the perspective of teachers, parents and pupils; and, locate the findings of the research in the ongoing policy debate about restructuring education provision in Northern Ireland at a time of budget retrenchment and declining school rolls.     

A decade of change in mainstream education for children with intellectual disabilities in the Republic of Ireland

Inclusive rather than segregated schooling has been advocated in several significant international declarations during the past two decades. Even so children with significant intellectual disabilities are at greater risk of being excluded from mainstream education, unless particular efforts are made to support them in such settings. These children and young people are more likely to be educated in special schools or in special classes within mainstream schools. In the decade from 2003 to 2013, the Republic of Ireland enacted legislation and provided additional financial resources for pupils with special educational needs, although these were more constrained during the financial crisis that Ireland experienced from 2008 onwards. A national database, updated annually, is maintained of children receiving services from specialist intellectual disability services and this enabled comparisons to be made for the enrolments of over 8000 children aged 4–19 in mainstream and special schools following the introduction of legislation and availability of additional resources. The data showed a steady increase in children with significant intellectual disabilities attending mainstream classes and a decrease in the proportion attending special schools along with a much smaller but decreasing proportion in special classes. The profile of pupils with intellectual disabilities in mainstream and special schools also changed over the 10 years with higher proportions of males, of pupils with moderate disabilities and those of primary age attending mainstream schools, whereas special schools now tend to have higher proportions of females and those of secondary school age. However, there was marked regional variation in the proportions of pupils in mainstream schools which was attributed to the availability of special schools across the State. This study demonstrates how a national data-set can be used to track the impact that policy changes and legislation designed to enhance the development of inclusive learning environments had on the number of pupils availing of mainstream opportunities. It was also possible to identify prevailing trends in types of support provided within schools and the changing pattern of provision for pupils with different levels of intellectual disability. At the broader level of international trends in policy and provision aimed at establishing inclusive learning environments, this study demonstrates the need for a common frame of reference around which the national and international conversations on educational systems can take place.     

Patterns of Provision for Pupils with Behavioural Difficulties in England: A study of government statistics and behaviour support plan data

This paper gives as full an overview of the patterns of provision made in England for disaffected and excluded pupils and those said to have emotional and behavioural difficulties (EBD) in England as the available data allow. It draws upon government statistics, local education authorities' (LEAs') first 'Behaviour Support Plans' and related literature. The BSPs were intended by the English government, but sometimes failed to give, comprehensive accounts of current local provision and future inter-agency plans. However, when analysed alongside government figures, certain features become clear. While in 1998 local education authorities were attempting to move towards prevention and on-mainstream-school site interventions, the need for off-site special units ('Pupil Referral Units') continued to increase and the numbers of pupils in EBD special schools remained roughly constant. Despite national pressure to move towards the inclusion of all pupils, LEAs continued to find it impossible to educate a small percentage of pupils with behavioural difficulties on mainstream sites.     

What was it like for you?

Abstract

As LEAs and schools develop their inclusive policies and practices, arguments about how to provide the most effective education for pupils with EBD continue. Is it possible to provide high quality education for this group in mainstream schools whilst not adversely affecting the education of the other pupils? What are the consequences of placing the most disturbed pupils in special schools? What do the pupils themselves think? This article draws on findings from 26 interviews with former pupils of an EBD residential school. We were interested in their opinions about the quality of education and care they received at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils have very positive memories of the school and felt that it had helped them to overcome their learning and behavioural difficulties. The findings have key implications for the development of policy and practice.     

Provision of Counselling Services in Secondary Schools: A Survey of Local Education Authorities in England and Wales

This paper explores the current state of counselling as provided by local education authorities (LEAs) to secondary schools in England and Wales. A questionnaire was sent to all 172 LEAs in England and Wales. The data suggest that the counselling provision is highly variable and somewhat fragmented in scope. The data also indicate that the perception of the role of school counselling services by educational professionals varies considerably, and that there were a number of issues concerning integrated versus decentralized forms of provision. The study has a number of implications for the main stakeholders, including schools, LEAs, pupils and parents, concerning future developments in this increasingly important policy area. These relate to minimum qualifications for counsellors, confidentiality, accessibility to pupils and funding.     

How young children view mathematical representations: a study using eye-tracking technology

This paper reports on a study which investigated the support needs of pupils in mainstream school with a chronic illness or physical disability. The research was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pupils in secondary school; 58 parents of primary and secondary school pupils; and 34 primary and secondary school teachers. Overall, the data from young people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of teachers' awareness and understanding of special health needs. A number of areas where young people need support from teachers were identified, including: dealing with school absence; taking part in school activities; peer relationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indicate that school staff need assistance with obtaining health-related information; ensuring health-related information is passed between and within schools; providing emotional support; the provision of medical care; and coordinating support for this group of pupils. The implications of the findings for teachers, schools and educational policy are discussed.     

Issues of inclusion

Abstract

This article represents a meta-analysis of three research KEYWORDS projects undertaken recently at the National Foundation for Educational children in Research. The projects were discrete but resultant data showed that they care; had a common focus: ways in which schools do or might accommo-disaffection; date more effectively the needs of a range of pupils who are at risk of inclusion; being denied the opportunity to experience the ‘normality’ of the cur-special riculum offered by schools in England and Wales. The pupils whose educational experiences were studied had special educational needs, and/or were needs ‘disaffected’, and/or were in the public care. While their circumstances were, thus, ostensibly various, analysis showed that they were underpinned by a common set of needs which, unaddressed by the education system, resulted in the exclusion of the pupils. Strategies that effectively nurtured pupils’ inclusion were found to be applicable across the client group.     

Radical conservatism in Herbert Spencer's educational thought

Abstract

The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings.     

Resourced provision: the impact of inclusive practices on a mainstream primary school

This personal account from a special educational needs co‐ordinator illustrates the negative impact that resourced provision has had on one school. The provision caters for children with communication and interaction difficulties and is housed in a mainstream primary school. For this school, while the provision has had a beneficial impact on the development of inclusive values among pupils, it has also led to a decline in the overall effectiveness of the school. The achievement data of pupils in the provision has had a detrimental impact on overall school performance data. Current narrow measures of school effectiveness in England mean that schools with increasingly diverse student populations can pay the price for their commitment to inclusion, as this example illustrates.     

培智教育学校办学情况调查与建议

培智教育是我国特殊教育的重要组成部分。通过调查显示,目前我国培智教育学校办学形式多样但规模较小,招生出现多种类型残疾学生同在一所学校的情况。培智教育学校的办学困难既有办学条件方面的也有家庭经济状况的因素。发展培智学校教育有利于教育体制与体系的现代化,因此,应对培智教育学校性质进行界定,进一步完善我国的相关法规和政策;加强对培智教育学校的支持、管理与督导,提高培智教育的规模效益,提高教育管理者依法治教的意识及对培智教育的认识;重视对培智学校义务教育新课程的研究,加强对培智教育本质问题的探讨,以逐步构建培智教育的理论,推动我国特殊教育事业的发展。     

INCLUSIVE AND SPECIAL EDUCATION: Inclusive and special education in the English educational system: historical perspectives,recent developments and future challenges

Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision for the education of children with special educational needs and disabilities that is supported by straightforward, co‐ordinated and well‐resourced policies. If educational policy is to achieve an inclusive consciousness, it must ensure that the views of children, their families and educational professionals are listened to, and that inclusion is by the choice of the pupils and their parents and not by compulsion.     

盲、聋、培智学生群体体育教育公平性的现状调查与对策

“盲、聋、培智学生群体教育”是我国基础教育的一个重要组成部分,是针对身心发展有缺陷或残疾的少年儿童,即智力、听觉、视觉、肢体、语言、情绪等方面发展障碍的儿童少年的特殊教育。特殊教育学校的“体育教育”是指对在听力、视力、语言、智力、肢体等方面有缺陷者,通过身体练习,以增强体格体质、促进身心健康、帮助缺陷康复、培养个体意志品质和生活自理能力,帮助他们融入社会所进行的体育教育活动。     

Knowledge of secondary school pupils regarding sexual health education

Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health.

Design: Results obtained from a questionnaire as part of a two‐phase intervention study.

Setting: Nineteen mixed‐sex, state secondary schools in central England.

Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female).

Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education.

Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections.

Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups.

Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception.     

Teaching impulsive children with arithmetic deficits in special education: a self‐instructional training program

Abstract

Impulsivity is an important and co‐determining factor in the arising of learning difficulties. Impulsive children make many mistakes in arithmetic because of inattention and because they don't use the selfcontrol necessary to correct possible mistakes. In this investigation we examine whether a self‐instructional training program, applied in the teaching of arithmetic, has influences on the impulsivity (measured with help of the MFFT) of pupils who have a quick reaction time and who make many errors. The study involved 52 pupils selected from schools providing special education to children with learning disabilities and educable mentally retarded children. Sixteen of them could be categorized as impulsive children.

The effectiveness of the training program is statistically investigated by means of t‐tests for correlated samples. The results show that training with a self‐instruction strategy can be effectively employed in teaching addition and substraction to educable mentally retarded and learning disabled children with arithmetic deficits. Besides, the impulsive children show after the training a more reflective cognitive style when compared to their cognitive style before the training was started.     

The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education

After several failed attempts to rein in the growth of special education, the Dutch government made a start in 1991 with a policy to accommodate pupils with problems in regular education and to put a stop to the growth of special education. This paper examines a large-scale study conducted by our research group at the University of Amsterdam which attempted to answer the question whether pupils with problems are better off in special education where there are more resources and they can get more attention than in mainstream schools. It was expected that the pupils in special education would do better due to the specialist care and individual attention. However, with a few exceptions, few differences were found when comparable at-risk pupils in regular schools were compared with their counterparts in both types of special schools. There was a conspicuously large measure of variability in both regular and special education. All school types had both at-risk pupils who were doing well from an academic and/or psychosocial perspective and pupils whose progress left much to be desired. There is little evidence to support the idea that at-risk pupils make less progress, in either their academic or psychosocial development, in regular schools compared with pupils in special schools. The general assumption that at-risk pupils will do better in special education does not seem to account for its attractiveness. Contrary to the policy theory, the dual system, as it exists in The Netherlands, does not appear to be an obstacle to the provision of adequate care for pupils with special educational needs. However, the policy to equip regular schools to accommodate this category of pupils appears not to be realized as simply as that. It has not proved possible to demonstrate the effects of the varying levels of specialist help provided by regular schools on the development of at-risk pupils.     

An analysis of the cultural representation of disability in school textbooks in Iran and England

The paper details the findings of a study which focused on the analysis of the cultural representation of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper examination as to how this transition should take place for children aged 3–13. The paper suggests that in such examinations, school textbooks might be of significance in familiarising non-disabled pupils, teachers and authorities with the issues related to disability and disabled pupils.