Social Work in Education, 19(4), October 1997, pp.257-265.
Publisher:
National Association of Social Workers
Describes Project Breakthrough an experimental attempt to provide an appropriate public education for all children without the disadvantages and restrictions of special education in the USA. The program provides services in the mainstream using the regular education initiative without categorising children. Special and regular education teachers and support staff, including school social workers , collaborate to help students based on need rather then on whether they qualify under special education guidelines . This model is congruous with social work values of providing service to all and uses social work methods, including the systems approach.
Describes Project Breakthrough an experimental attempt to provide an appropriate public education for all children without the disadvantages and restrictions of special education in the USA. The program provides services in the mainstream using the regular education initiative without categorising children. Special and regular education teachers and support staff, including school social workers , collaborate to help students based on need rather then on whether they qualify under special education guidelines . This model is congruous with social work values of providing service to all and uses social work methods, including the systems approach.
Subject terms:
physical disabilities, school children, schools, special education, students, change management, children, education;
Looks at the Code of Practice on provision of education for children with special educational needs, a key element of which is effective cooperative working relationships with parents. Contains chapters on: delivering services for children with special needs - the place of parents; a review of the influence and effects of Portage; a parental perspective on partnership; implementing partnerships with parents in schools; a review of parent partnership schemes; promoting the effective practice of partnership; supporting parents at the Special Educational Needs Tribunal; and integrating services.
Looks at the Code of Practice on provision of education for children with special educational needs, a key element of which is effective cooperative working relationships with parents. Contains chapters on: delivering services for children with special needs - the place of parents; a review of the influence and effects of Portage; a parental perspective on partnership; implementing partnerships with parents in schools; a review of parent partnership schemes; promoting the effective practice of partnership; supporting parents at the Special Educational Needs Tribunal; and integrating services.
Subject terms:
learning disabilities, parents, physical disabilities, special education, special educational needs, user participation, children, education;
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
Extended abstract:
Sebba, Judy Sachder, Darshan What works in inclusive education? Barnardo's 1997
Summary
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
Context
Within the last 30 years there has been a shift from a 'medical' model of education, in which its purpose was seen as to minimise or eradicate difficulties and disabilities. A more interactive approach, developed in the 1980s, required the school to provide sufficient support to enable the pupil to cope with the demands resulting from a mismatch between individual characteristics and the demands of the organisation and curriculum. A third model in the 1990s proposed that difficulties and disabilities were acknowledged and support or adaptation provided but also that the difficulties should stimulate consideration of limitations in the current provision, or whole-school improvement.
Method
Contents
The review addresses the questions
How do legislation and policy influence developments in inclusive education?
What forms of school organisation are recommended?
What forms of classroom practice are recommended?
What is the impact of inclusive education?
What do studies of exclusion suggest about developing inclusive education?
What happens before and after school?
Findings
The factor which emerged as having greatest impact on the effective inclusive education of pupils with learning difficulties or disabilities was seen to be the expectations of staff, parents and pupils. The effectiveness of support appears to be more closely related to how it is organised, planned and monitored than the overall amount of it. Where teachers set examples of valuing difference the pupils respond by interacting more openly with each other. It appears that inclusive education benefits the academic achievement of pupils with learning difficulties and disabilities. The experience of inclusive education (rather than undergoing training) is the single most powerful influence on teacher development in inclusive practice.
144 references
Subject terms:
inclusive education, learning disabilities, physical disabilities, school children, schools, special education, children, education;
British Journal of Occupational Therapy, 60(12), December 1997, pp.521-524.
Publisher:
Sage
Being mindful of the importance of a multi-professional approach to meeting complex needs, an advisory teacher together with occupational therapists and physiotherapists developed a successful working partnership. This began in their work with pre-school children and developed into the services the team offered to pupils in mainstream schools and their parents. This article describes the working practices that involved in a shire county in England to meet the needs of children with physical impairment. The key elements and the benefits of such an approach are identified.
Being mindful of the importance of a multi-professional approach to meeting complex needs, an advisory teacher together with occupational therapists and physiotherapists developed a successful working partnership. This began in their work with pre-school children and developed into the services the team offered to pupils in mainstream schools and their parents. This article describes the working practices that involved in a shire county in England to meet the needs of children with physical impairment. The key elements and the benefits of such an approach are identified.
Subject terms:
interagency cooperation, joint working, joint planning, needs, occupational therapy, physical disabilities, school children, schools, special education, children, education;
Child Abuse and Neglect, 21(9), September 1997, pp.889-905.
Publisher:
Elsevier
This article considers the theory that the reason the special education needs of abused or neglected children in foster care are not being met appropriately is that the services provided to them revolve around their need for protection. Concludes that in those instances where the child welfare agency did not take into account a child's educational needs when placing the child, but simply considered the appropriateness of the living situation to protect and care for the child, then the thesis appears to be borne out. However, some dysfunctions appear to be part of a routine lack of compliance with certain areas of special education law, and would seem to affect any child with similar disabilities and educational needs in the offending school districts.
This article considers the theory that the reason the special education needs of abused or neglected children in foster care are not being met appropriately is that the services provided to them revolve around their need for protection. Concludes that in those instances where the child welfare agency did not take into account a child's educational needs when placing the child, but simply considered the appropriateness of the living situation to protect and care for the child, then the thesis appears to be borne out. However, some dysfunctions appear to be part of a routine lack of compliance with certain areas of special education law, and would seem to affect any child with similar disabilities and educational needs in the offending school districts.
Looks at the dilemma posed by a teenager with Asperger syndrome who needs a specialist residential placement but whose behaviour means he could be dangerous to himself or other children if he is placed in the wrong setting.
Looks at the dilemma posed by a teenager with Asperger syndrome who needs a specialist residential placement but whose behaviour means he could be dangerous to himself or other children if he is placed in the wrong setting.
Subject terms:
physical disabilities, placement, residential care, risk, schools, special education, young people, Aspergers syndrome, autism, challenging behaviour, child care, communication disorders, children, education;
Reports on the philosophy and demands of the growing international movement for inclusive education which welcomes all children, whatever their needs and abilities. Presents a framework for change on a national and international basis.
Reports on the philosophy and demands of the growing international movement for inclusive education which welcomes all children, whatever their needs and abilities. Presents a framework for change on a national and international basis.
Subject terms:
inclusive education, learning disabilities, mental health problems, physical disabilities, school children, schools, special education, change management, children, childrens rights, education, equal opportunities;