(C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs

Done, Elizabeth J.; Andrews, Mandy; Evenden, Clare

doi:10.1080/09669760.2018.1547633

Cited by 3 publications

(1 citation statement)

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“…Some years ago, England’s national school inspectorate – the Office for Standards in Education, suggested that it was poor teaching that was hindering the realization of the political objective of inclusive education (Ofsted, 2010). Numerous policy documents have subsequently called for the upskilling of teachers to ensure, for instance, the early identification of diagnosable conditions (Done and Andrews, 2018). It can be argued, however, that what is most urgently required is a fundamental shift in the values evidenced in policymaking such that teachers are enabled to strive for more inclusive school cultures and behaviour policies that reflect the diversity of school populations (Armstrong, 2018).…”

Section: Introductionmentioning

confidence: 99%

‘Grey’ exclusions matter: mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia

Done

Knowler

Armstrong

2021

Research in Spec Educ Needs

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This paper provides an outline of, and rationale for, an international research project that will identify commonalities and disparities in illegal school exclusionary practices in Australia and England. The aims here are to situate such practices within a global context and to map the events and processes through which children and young people, particularly those with 'special' educational needs and disabilities, are removed from school in Australia and England. The research we advocate is premised on evidence that inequitable and illegal exclusionary practices are endemic in education systems globally; hence, pushout syndrome' in the USA, off rolling' in England, facilitated dropout' in Italy and grey exclusions' in Australia. The authors argue that the repeated commissioning of research by national governments and school inspectorates, intended to accurately ascertain the scale of this problem and its impact on the life trajectories of the excluded, serves to defer meaningful action to prevent its occurrence. School exclusion, whether legal or illegal, can be conceptualized as a process rather than an event, and this paper discusses a descriptive continuum through which exclusionary practices in Australia and England can be mapped An experiential continuum is proposed that facilitates a thematic mapping of contributory factors, identified from a relevant literature, as a preliminary analytical framework for future research.This article is part of the Exclusion, expulsion and suspension of students with disabilities: advancing knowledge, preventing educational exclusion' special issue.

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Section: Introductionmentioning

confidence: 99%

‘Grey’ exclusions matter: mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia

Done

Knowler

Armstrong

2021

Research in Spec Educ Needs

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Introduction

Done

Knowler

2023

International Perspectives on Exclusionary Pressures in Education

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Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives

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Despite policy calling for enhanced inclusive practice within all schools and colleges, educators across Europe are facing increasing challenges when providing effective inclusive education for all students as a result of increased diversity within European society. This paper focuses on the development of our understanding of how to support educators’ professional learning around issues of diversity and inclusion. Specifically, it aims to explore what diversity looks like across countries, sectors, and roles, what challenges and dilemmas are posed for educators, and how new approaches to professional learning can support the educators across all sectors. The exploratory study described in the paper emerged from work undertaken as part of an Erasmus+ Strategic Partnership project called PROMISE (Promoting Inclusion in Society through Inclusion: Professional Dilemmas in Practice). Traditional approaches to professional learning to support teachers’ inclusive practice have tended to focus on discrete courses which address specific learning needs such as autism, literacy difficulties, or behavioural issues. The paper presents findings from a transnational study which indicate that the professional dilemmas facing educators are complex and unpredictable and argues, therefore, that educators require professional learning that is collaborative, interprofessional, and acknowledges that the challenges they face are multifaceted.

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(C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs

Cited by 3 publications

References 22 publications

‘Grey’ exclusions matter: mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia

‘Grey’ exclusions matter: mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia

Introduction

Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives

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