Pushed out and left out

Menzies, Loic; Angus, Abi

doi:10.4324/9780429433139-1

Cited by 5 publications

(6 citation statements)

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“…A report for the Inclusion Trust (Menzies and Baars, 2015) found a strong systematic structural bias in the use of isolation, with children from certain ethnic minorities three times, those on free school meals four times, those with special educational needs six times, and those with mental health issues 17 times more likely to be excluded, either temporarily or permanently, from mainstream classrooms. Furthermore, it is widely accepted that children who have experienced trauma in their lives are more likely to display challenging behaviour and unsurprisingly are more likely to experience isolation (Centre for Mental Health, 2020).…”

Section: Banal Discipline Through Isolation In English Schoolsmentioning

confidence: 99%

The banality of education policy: Discipline as extensive evil in the neoliberal era

Clarke

Lyon

Walker

et al. 2021

Power and Education

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Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of schooling, involving ‘zero-tolerance’, ‘no excuses’ disciplinary approaches, that have undermined notions of the common school as a public good. Against this background, and drawing on philosophical literature and our own empirical research, this study interrogates the practice in schools in England of placing students in ‘isolation’. In considering this practice as an instance of banal education policy, our study makes obvious reference to Hannah Arendt’s characterization of evil in her account of Adolf Eichmann’s trial. But it also draws on the work of moral philosophers, Elizabeth Minnich and Simona Forti, in relation to the distinction between intensive and extensive evil, in order to analyse the nature and effects of school discipline policies and practices such as isolation in the neoliberal era as a contemporary form of evil.

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Section: Banal Discipline Through Isolation In English Schoolsmentioning

confidence: 99%

The banality of education policy: Discipline as extensive evil in the neoliberal era

Clarke

Lyon

Walker

et al. 2021

Power and Education

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“…Every education system needs its teachers to be confident and competent in relation to SEND. The expert group that provided evidence for Menzies and Baars' (2015) inquiry into those at risk of exiting the school system (a group they refer to as 'pushed out' learners) argue that young people are 'rarely pushed out because schools do not want to help them; more often it is because these young people's needs are so far outside the norm that schools, in their current form, are not equipped to support them'. Insofar as this applies to the SEND population, the evidence of teachers' knowledge deficit around SEND goes back decades.…”

Section: Improving Teachers' Confidence and Competence With Sendmentioning

confidence: 99%

The Inclusion Illusion. How children with special educational needs experience mainstream schools

Webster,

Echeita,

Weiss

et al. 2023

European Journal of Special Needs Education

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The Inclusion Illusion'This timely book presents clear challenges to the limits placed on progress for children with SEND in mainstream schools. It stands alongside calls, back to Warnock's vision of every teacher being a teacher of SEN, for an end to "exclusion within inclusion". It urges us to develop all staff to fulfil their roles with pupils with SEND. Acknowledging the value of TAs, it urges schools to ensure children who most need a teacher, get the teacher. Based on rigorous research, it rightly calls for bravery. For honesty. For action.' Professor Maggie Atkinson, safeguarding consultant, adviser and leader, and Children's Commissioner for England (2009-15) 'This is an important and valuable book which . . . has the potential to improve the educational experiences of pupils with significant learning and related difficulties. It combines an insightful account of the many issues and difficulties surrounding inclusion with a rigorous analysis of the outcomes and implications of large-scale empirical work.' Professor Paul Croll, University of Reading 'I love this book! It tackles the structural challenges of inclusion head on and sets out what must change to create a fairer future for children with SEND. This is essential reading for all evidence-led school leaders, teachers and policymakers who believe in better.' Margaret Mulholland, SEND and inclusion policy specialist, Association of School and College Leaders'Rob Webster has deepened our understanding of how mainstream schools fail to address the needs of children with SEND. Distilling the crucial insights from years of work, he has thrown down a challenge to policymakers that for many children with SEND, simply having a mainstream placement is not the same as inclusion. This book is essential reading for anyone interested in what needs to change to ensure better futures for children with SEND in mainstream schools.' Brian Lamb OBE, Visiting Professor of Special Educational Needs and Disability, Derby University 'This book brilliantly demonstrates the kind of education children with special educational needs in mainstream classrooms, with the legal entitlement to an Education, Health and Care Plan, actually experience. Despite talk of inclusion, the classroom settings and organisation ensure that the children are excluded and marginalised from actual mainstream teaching. The over-use of teaching assistants, however well intentioned, is no substitute for the attention of qualified teachers. There is a separation in mainstream classes that ensures that inclusion is indeed an illusion. The book should be read by all teachers, parents and policymakers who care about the education of all children, not just those who are regarded as "typical" or non-problematic.'

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“…For instance, class sizes in the UK are relatively large due to limited resources, which presents challenges for the teacher in terms of maintaining an effective learning environment (Blatchford and Webster, 2018). Furthermore, schools have been incentivised to 'teach to the test' to raise attainment, resulting in a dry and uninspiring curriculum that is irrelevant to pupils' experiences (Squires et al, 2012;Menzies and Baars, 2015;Kerr and Ainscow, 2017), which causes disengagement from the learning process (Gallant, 2011). This typically manifests as externalising behaviour (e.g., aggression) in boys and internalising behaviour (e.g., anxiety, depression) in girls, which can incentivise schools and teachers to seek SEN diagnosis (Strand, 2014;Galloway, 2019).…”

Section: Emergent Influence Of School Contextual Factors On Sen Preva...mentioning

confidence: 99%

“…While the rationale ostensibly seems to be to support struggling pupils and narrow the achievement gap, these strategies are believed to perpetuate inequitable and socially segregationist practices and outcomes, as pupils experience non-specialist teachers, restricted curricula and limited social interaction (Blatchford and Webster, 2018;Black, 2019;Mazenod et al, 2019). In turn, this can lead to an absence of school connectedness and reciprocal peer relationships which has been strongly associated with adverse psychosocial and behavioural outcomes and can be misinterpreted as SEN (Sammons et al, 2012;Squires, 2012;Prince and Hadwin, 2013;Menzies and Baars, 2015).…”

Section: Emergent Influence Of School Contextual Factors On Sen Preva...mentioning

confidence: 99%

“…Explaining this, researchers suggest that learning and behaviour difficulties in school stem from a lack of core knowledge (Menzies and Baars, 2015) and reading experience (Huettig et al, 2018), as well as an exposure to negative social and cultural influences, such as unstable households and familial stress (Oldfield et al, 2017). Furthermore, scholars highlight how 'troubled families' discourse and 'dependency culture' rhetoric ensure a negative culture of values and behaviours is perpetuated through generations (Mazenod et al, 2019), incentivising schools and low socioeconomic families to seek SEN diagnosis for low-attaining children (Shaw et al, 2016;Baird et al, 2019).…”

Section: Emergent Influence Of Home Contextual Factors On Sen Prevalencementioning

confidence: 99%

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There are too many kids with special educational needs

Taberner

2023

Front. Educ.

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Over recent decades, special educational needs (SEN) policy and practice in the UK have been in flux as a succession of governments vacillates with competing social, political and economic agendas. The simultaneous pursuit of educational standards, inclusion and equity has created a fragmented system, as well as cognitive and ethical dilemmas for schools. Moreover, a divisive ‘corporation’ and lucrative SEN industry have been established, contributing to unsustainable growth of the SEN populace and political angst around SEN overidentification. Indeed, the extant literature suggests that for every pupil correctly diagnosed with SEN, another is misdiagnosed, diverting resources from pupils with genuine needs.

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Pushed out and left out

Cited by 5 publications

References 0 publications

The banality of education policy: Discipline as extensive evil in the neoliberal era

The banality of education policy: Discipline as extensive evil in the neoliberal era

The Inclusion Illusion. How children with special educational needs experience mainstream schools

There are too many kids with special educational needs

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