School autonomy and educational inclusion of children with special needs: Evidence from England

Liu, Yi; Bessudnov, Alexey; Black, A.; Norwich, Brahm

doi:10.1002/berj.3593

Cited by 16 publications

(10 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…LA systems which make greater use of special schools have now increased by 56% since 2014 (see Figure 1; Gov.UK, 2014b, 2022d). Black et al (2019) and Liu et al (2020) contend that the increase in the use of special provision is due in part to the establishment of special and AP free schools and the introduction of autonomous academies in England. Given the way in which specialist provision is funded, each additional placement adds at least £10k to the local area HNB spend, as specialist provision is generally more costly than an emphasis on inclusion (Local Government Association, 2019;National Audit Office, 2019).…”

Section: Variablementioning

confidence: 99%

Fair funding for pupils with special educational needs and disability in England?

Marsh,

Gray,

Norwich

2024

British Educational Res J

Self Cite

View full text Add to dashboard Cite

School funding formulas have been applied across a number of countries for at least the last 50 years. A national funding formula (NFF) was introduced in England in 2018 and aims to provide a platform for fair funding across the country. This study explores the variations in the NFF's high needs block (HNB) funding and examines links with the use of specialist provision by English local authorities (LAs) for children with special educational needs and disability. The findings demonstrate significant and continuing differences in HNB funding between demographically similar LAs, notwithstanding a £3.5 billion (75%) HNB increase in real terms in the decade since 2013, which could have supported a shift towards a more equitable position. Published HNB funding for 2023–24 now varies by up to £49m in comparator LAs. Differences are largely the result of the persistent use of a historical factor in the formula and a ceiling on levels of income growth for lower funded LAs. The research also shows a significant link between HNB funding and the use of specialist provision. The discussion investigates how far the UK government's policy commitment to a more equitable system of HNB funding is matched by the reality, and the degree to which funding is based on need rather than demand or history.

show abstract

Section: Variablementioning

confidence: 99%

Fair funding for pupils with special educational needs and disability in England?

Marsh,

Gray,

Norwich

2024

British Educational Res J

Self Cite

View full text Add to dashboard Cite

show abstract

“…Los estudios del grupo destacan teorías subjetivas relacionadas a las dificultades atribuidas a los alumnos con síndrome de Down que fueron modificadas y evidenciadas especialmente en lo relacionado al uso de estrategias pedagógicas que permitieron impulsar su creatividad y kinestesia mediante el uso de un mismo lenguaje. La autonomía escolar y la inclusión educativa se vienen uniendo como una estrategia con efectos positivos en estudiantes con necesidades educativas especiales, así lo consideran Liua et al (2020) en sus resultados de investigaciones donde la autonomía está relacionada con la composición socioeconómica de los centros escolares, donde las escuelas que tienen apoyos de patrocinadores resultaron con un nivel de autonomía alto, minimizando con esto el índice de estudiantes que requieren apoyo educativo adicional por parte del profesorado y de estudiantes con necesidades educativas especiales.…”

Section: Otros Antecedentesunclassified

Perfil del docente inclusivo de básica primaria: orientado a la transformación del proceso formativo en las instituciones educativas oficiales del distrito de Cartagena-Colombia

Román‐Meléndez

Navío²,

Medina-Rivilla

2021

Inf. tecnol.

View full text Add to dashboard Cite

El objetivo del presente estudio es definir el perfil del docente inclusivo de básica primaria de instituciones educativas del Distrito de Cartagena, Colombia. Participaron 91 docentes pertenecientes a seis escuelas oficiales. El estudio tiene un diseño mixto soportado por los enfoques cuantitativo y cualitativo. Se aplica un cuestionario ad hoc a docentes y una guía orientadora de preguntas a grupos focales de docentes y profesionales de apoyo especializado en estudiantes con discapacidades o talentos excepcionales. Los resultados muestran que el nuevo perfil del docente inclusivo considera las variables de formación y competencias y los enfoques disciplinares pedagógicos-didácticos, psicopedagógicos, neuropsicopedagógicos y de la psiquiatría para el aprendizaje. Se concluye que el docente inclusivo transforma el proceso formativo mediante el conocimiento aplicado en situaciones propias, acompañado de habilidades humanísticas y de convivencia. Esto garantiza la ubicación de estudiantes con y sin discapacidad en aulas regulares de clases, sin inferir su rendimiento académico y generando beneficios sociales en la totalidad de los estudiantes.

show abstract

“…The specifics of each child also determine independence. According to (Suharsiwi et al, 2021), their research on children with needs with mixed results can develop social skills, including children's independence (Daniels, 2006;Liu, 2020).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurship Assistance of Citizens with Special Needs Based-Family and Community

Suharsiwi,

Choirin

2023

JIP-DIMAS

View full text Add to dashboard Cite

The problem of the independence of children with special needs when entering adulthood becomes a separate thought for parents. However, problems related to job opportunities are a problem for all graduates, both senior high and tertiary institutions. Job opportunities are limited, while the current government is still busy with unemployment and human resource development issues. Assistance to them is essential, considering that children with special needs are unique. They require a long period to interact with the environment, and sometimes, they struggle to participate fully and effectively like other citizens. The obstacles they face can be heavy, moderate, and light, depending on the characteristics or types of barriers of each individual with special needs. Even though the conditions they experience are mild and they already have several work skills, they often get social rejection in the world of work, or in some cases, these individuals with special needs have difficulty adapting, so they need assistance. This community service program is expected to help find solutions through activities that involve parents. These universities handle citizens with special needs, local governments, and people who care about children with special needs. Parental involvement and support in this program are very much needed, and the Forum Group Discussion (FGD) is the right tool to analyze their needs and get to know their potential in the future.

show abstract

School autonomy and educational inclusion of children with special needs: Evidence from England

Cited by 16 publications

References 25 publications

Fair funding for pupils with special educational needs and disability in England?

Fair funding for pupils with special educational needs and disability in England?

Perfil del docente inclusivo de básica primaria: orientado a la transformación del proceso formativo en las instituciones educativas oficiales del distrito de Cartagena-Colombia

Entrepreneurship Assistance of Citizens with Special Needs Based-Family and Community

Contact Info

Product

Resources

About