The role of special schools for children with profound and multiple learning difficulties: is segregation always best?

The education of young people with profound and multiple learning difficulties continues to raise challenges and controversies. In this article, Ben Simmons, an ESRC funded PhD student and research assistant, and Phil Bayliss, programme director for the masters degree in special education and disability, both based in the School of Education and Lifelong Learning at the University of Exeter, describe their research into provision for pupils with profound and multiple learning difficulties in a special school in the south west of England. Their work, based in an interpretivist, qualitative approach, set out to illuminate issues relating to the inclusion of pupils with profound and multiple learning difficulties. The findings presented here suggest that the school, in spite of its strong reputation, struggled significantly to provide appropriate learning experiences for pupils with profound and multiple learning difficulties. Ben Simmons and Phil Bayliss discuss the need for improved staff development opportunities focused on enhancing current levels of knowledge and skills. They conclude by calling for a reappraisal of the established view that special schools necessarily provide the best learning environment for pupils with profound and multiple learning difficulties.     

Autonomy,rights and children with special educational needs: the distinctiveness of Wales

ABSTRACT

Wales was the first UK country to incorporate the UNCRC into domestic law and the first to appoint a children’s commissioner. Wales is distinctive in the strong links between education and the promotion of the Welsh language as evidenced in successive Welsh language strategies. With regard to children with special educational needs, the 2018 Additional Learning Needs and Educational Tribunal Act makes provision for children’s voices to be heard in their own right. This paper examines the complexities in hearing the voices of children with severe and profound learning difficulties (SPMLD), and how these can be addressed in the language context of Wales. It concludes that there are cautious grounds for optimism about our ability to hear the views of children with SPMLD, as long as we are prepared to acknowledge the resource implications. However, there is a need for more debate about the potential tensions between the Welsh language strategy and making provision for children with special educational needs in their preferred language. This debate needs to be informed by research on the impact of immersion education on progress, access to the curriculum and inclusion for children with SPMLD, and on their views about all aspects of their provision.     

The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?

Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.     

Which way next? What is the real choice for students leaving a special school?

Warnock advocated that all young people with learning difficulties should be entitled to an appropriate education beyond the compulsory age of 16. The purpose of the study was to investigate attitudes to post‐16 educational provision for students with special educational needs. What are the strengths and weaknesses of current provision and is it deemed adequate from the perspective of the student? The study reveals that despite many of Warnock's visions becoming a reality, many have not. For students with moderate learning difficulties the doors have, by and large, been opened to access mainstream further education provision at least to some extent. However, for those students with more severe difficulties, including autistic spectrum condition and profound and multiple learning difficulties, provision appears to be either inadequate or simply unavailable.     

Form IV Cambridge School Certificate,Pupils' Aspirations in Zimbabwe

This article is based on two major studies. One study was carried out in 1985 and the other in 1987. The discussion examines Form IV Cambridge School Certificate pupils' aspirations in Zimbabwe with special reference to the post‐independence period. Among the main factors said to determine pupils' aspirations, highlighted in the study include: the class structures of scoiety, parents' occupations, gender, the urban‐rural dichotomy and the type of schools attended.

Pupils' aspirations for a developing country such as Zimbabwe have implications for the country's education policies. These implications are in areas such as the expansion of educational provisions, universal primary education, material provision, educational costs, manpower supply and demand and entry into the University.

As far as cost implications are concerned, there is debate in Zimbabwe as to whether the country can afford free and compulsory primary education given limited resources. At the same time limited resources have affected the quality of education. This article attempts to give suggestions as to what education policy makers could do to improve upon the situation.     

我国实行随班就读的困难分析

全纳教育是国际上倡导的一种新的教育理念,在特殊教育领域被理解为将特殊教育需要儿童纳入普通教育系统,享有和其他儿童一样的平等的受教育权．随班就读是全纳教育在我国的具体实践,但是这种模式在实践过程中面临着很多困难,本文主要从支撑力量、观念态度、发展差异、师资力量、配套改革、支援系统六个方面对困难进行分析。     

Learning disabilities in New Zealand: where kiwis and kids with LD can't fly.

Learning disabilities (LD) has never been officially recognized as a category of special education in New Zealand. This article discusses the main reasons for the rejection of the LD category. The education system in New Zealand is described, and the nature of special education is outlined to provide a context for considering LD. Attempts by the parent group SPELD (New Zealand Federation of Specific Learning Disabilities Associations) to have "specific learning disabilities" (SLD) recognized in legislation are discussed, along with reasons for the rejection of these attempts by state education officials. It is concluded that LD/SLD will never be recognized as such in New Zealand. The needs of students with LD may potentially be met by new policies for "high incidence" special needs. But teachers' lack of skills and strategies for working with a range of learning difficulties is seen as an impediment to students with LD being adequately helped in the foreseeable future.     

EDUCATION FOR SOCIAL EXCLUSION? ISSUES TO DO WITH THE EFFECTIVENESS OF EDUCATIONAL PROVISION FOR YOUNG WOMEN WITH ‘SOCIAL,EMOTIONAL AND BEHAVIOURAL DIFFICULTIES’

This paper discusses the experience of mainstream school and special educational provision of some young women with ‘social, emotional or behavioural difficulties’, and asks questions about the outcomes and effectiveness of this kind of education in a policy context of inclusion. It argues for more public discussion of the role of alternative educational provision.     

Inclusive Education—a case to answer

Inclusive education is central to contemporary discourse in special needs education. There are difficulties, however, in allowing the concept to be a key organising principle for educational provision. These difficulties are set out. It is argued that setting aside the preoccupation with inclusion would result in a clearer focus on core educational values and, in particular, on students' learning and development.     

Views of Schooling Held by Children Attending Schools for Pupils with Moderate Learning Difficulties

There has been little research into the views of the consumers of the special education service‐‐the children themselves. Social legislation (e.g., the 1989 Children Act in the UK) has emphasised the importance of discovering the views of the child when planning provision. Similar proposals have been put forward in recent UK documents concerning educational provision (DFE, 1993). This paper reports data based on individual, semi‐structured interviews with 56 children (ages 9 to 11) attending schools for pupils with moderate learning difficulties (MLD/MlD). Interviews probed views about special and mainstream schools and pupils, and perceived reasons for transfer from mainstream to special school. Two areas (teachers as a liked aspect of special and mainstream schools, and problems handling playground relationships) point to key areas of concern for children with learning or intellectual difficulties. Overall, MLD school children were supportive of their special schools. This is discussed in relation to categorization theory.     

Transition partnerships: the views of education professionals and staff in support services for young people with learning disabilities

Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency.     

Provision for students with learning difficulties in general colleges of further education – have we been going round in circles?

In this article, Anne-Marie Wright, lecturer at the University of Chester, considers the current situation for students with severe learn i n g difficulties in general colleges of further education. She presents findings from a critical review of the literature and a small-scale preliminary investigation which set out to explore the idea that, despite radical changes to the special school sector and to the structure and organisation of further education, provision in colleges of further education for these students is poorly focused. Students with severe learning difficulties experience provision that is, at best, circuitous and repetitive and that, at worst, leads individuals back into dependence, unemployment and social segregation. Using the outcomes of her own interviews and the scrutiny of inspection reports, Anne-Marie Wright provides a searching critique of current practice and an interesting set of recommendations for ways in which the situation could be radically reviewed and improved.     

What Provision for Pupils with Challenging Behaviour?A report of a survey of provision and curriculum provided for pupils with learning difficulties and challenging behaviour

Jill Porter and Penny Lacey, lecturers in special education in the School of Education, University of Birmingham, describe a survey of the provision made by schools for pupils with learning difficulties and challenging behaviour, which focused on in-class support; curriculum access; and additional facilities and resources for such pupils.     

Special education professional development needs in Zimbabwe

Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education, researchers have suggested the need for professional development in the area of special education. The purpose of this study was to identify the special education professional development needs of both special and general education in-service teachers in Zimbabwe. A semi-structured survey instrument, developed by the first and second authors, which included open- and closed-end questions was used in this study. The sample consisted of 204 schoolteachers drawn from two school districts of Zvishavane and Gwanda. The participating schoolteachers overwhelmingly expressed the need for more professional development in the area of special education. The schoolteachers also identified several topics that they considered to be important for professional development.     

Provision for Children with Speech and Language Difficulties in Tanzania

Knowledge about paediatric speech and language difficulties, training for and contact with children with such problems and views on service developments were explored using a written questionnaire, completed by 84 Tanzanian health and education professionals. Additionally, two sets of interviews were carried out, one with a subset of questionnaire respondents and another with a group of 14 health/education planners and administrators. Results showed that whilst only 41 % of respondents had received training about speech and language difficulties, 68% considered themselves to be responsible for assisting children with such problems. Levels of knowledge were significantly higher in the special education group, but were not significantly related to training, exposure to speech and language therapists, or professional responsibility. However, knowledge levels were significantly related to daily contact with children with speech and language difficulties. No evidence of research or planning for children with such difficulties was discovered. Views on service provision favoured educational over health‐based provision. Qualitative information on attitudes and beliefs about speech and language difficulties did not contradict previous data on disabilities. The implications for Tanzania and other similar countries are discussed. Improvements to the questionnaire are discussed. More data are needed in order to facilitate appropriate service development.     

Local education authorities’ approaches to provision for children with specific speech and language difficulties in England and Wales

Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion.     

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.     

Management education and the challenge of action learning

The phenomenal growth of management education in the last two decades has been accompanied by much controversy. Critics consider that business schools tend to concentrate on theory and on quantitative analysis, while neglecting interpersonal relationships and qualitative thinking. It is often stated that management education should be experience-based, active, problem oriented and modified by feedback. The extent to which Action Learning meets these criteria is discussed in this paper. The difference between Action Learning and other types of management education is stressed.Attention is drawn to Action Learning programmes that have been conducted in Belgium, in the United Kingdom and in Australia.Various difficulties that may be encountered in introducing Action Learning to management schools are described and some strategies for overcoming these difficulties are suggested.The paper mentions problems connected with evaluating Action Learning programmes and suggests that Action Learning may be useful in management education.     

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

Abstract 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.     

Support provision for students with Special Educational Needs in Irish Primary Schools

The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a longitudinal study of provision for students with special educational needs conducted in The Republic of Ireland. The authors identify in‐class and withdrawal approaches to support and consider the impact and efficacy of these. It is suggested that the withdrawal of students from class continues to be a dominant model, and that this approach has limitations and may not be conducive to the promotion of inclusive practice. Drawing upon data obtained through interviews with service users (students and parents/carers), and service providers (teachers, paraprofessionals, principals), and those gained from a national survey, the authors present the authentic voices of individuals to illustrate the experiences and opinions of those directly involved in special education in schools.