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ERIC Number: EJ744642
Record Type: Journal
Publication Date: 2006-Nov
Pages: 17
Abstractor: Author
Reference Count: 34
ISSN: ISSN-0885-6257
Policies on Special Needs Education: Competing Strategies and Discourses
Tisdall, E. Kay M.; Riddell, Sheila
European Journal of Special Needs Education, v21 n4 p363-379 Nov 2006
This paper critically examines the array of policy approaches that have been adopted in the field of special needs education in Scotland over recent years. These are characterized in the following ways: (1) supporting or changing the child--an individualized approach; (2) making schools inclusive for all--a systems approach; (3) challenging the mainstream--an anti-discrimination approach. Each approach creates different distributions of power, accountability and resource allocation. They formulate categories and eligibility requirements that can both include and exclude children (and their parents), and create rights and duties with varied potential and limitations. Thus, the policy approaches may aver their promotion of inclusion but, in fact, they create a new quilt of inclusive and exclusive policies and practice. This is further examined through the analysis of official statistics, which suggests that there has been little difference in the proportion of children who are excluded spatially from mainstream schools and classrooms. Recent legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, claims to underpin a radical new approach to promoting inclusion. However, many features of the Act suggest that it will reinforce the power of professional groups, rather than investing more power in children and their parents. There is a real danger that, whilst policy frameworks shift, practices remain the same as a result of inertia and resistance to change. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)