The place of special schools in a policy climate of inclusion

Abstract

In November 2003, the Scottish Executive Education Department (SEED) commissioned the SCRE Centre at the University of Glasgow to evaluate the impact of Section 15 of the Standards in Scotland's Schools etc Act 2000. The evaluation took place between January 2004 and August 2005. A major strand of the research was the impact of the presumption of mainstreaming on special schools, including an exploration of the changing role of special schools, and the changing demands on staff in special education. The evidence presented in this paper suggests that whilst there may be widespread support for specialist provision within a policy climate of inclusion, the sector has undergone significant changes in the last few years. These changes have had a particular impact on the curriculum, teaching and learning, and ‘specialness’ of special schools. However, not all of these changes are due to the impact of mainstreaming.

The use of drama to teach social skills in a special school setting for students with autism

“…If it is accepted that, for a variety of reasons, not all learners thrive in mainstream schools (Head and Pirrie, 2007), then it must also be accepted that some may prefer being placed in specialist settings (Norwich and Kelly, 2004; Pitt and Curtin, 2004). Smaller class sizes and greater personalised learning might provide opportunities to explore creative solutions to teaching less straightforward areas of the curriculum, one of which is the wider area of social skills.…”

Pogled onkraj statistike: razlogi za razhajanje med zakonodajo, politiko in prakso v zadovoljevanju potreb visoko sposobnih škotskih učencev

“…In the case of Scotland the picture is encouraging as there appears to be an emerging consensus between these three interrelated strands in relation to additional support for learning and bringing policy into practice. The move away from a needs based education to a rights based education (Sutherland & Stack, 2014;Head, 2011;Head & Pirrie, 2007) underpins policy and offers new opportunities to reconceptualise gifted learners.…”

Kvalitet på specialskoler: En kortfattet systematisk forskningskortlægning

“…En vaesentlig del af denne forskning handlede om, hvilken virkning inklusion af elever med saerlige behov i almenskolen havde på specialskoler, inklusive en udforskning af specialskolernes aendrede roller og aendrede krav til personalet på specialskolerne. AEndringerne har isaer påvirket laeseplanen, undervisning og laering samt specialskolernes specialisering efter elever med specifikke vanskeligheder (Head & Pirrie, 2007). Det overordnede formål med forskningen var at se, hvordan den nye lovgivning blev modtaget af lokale forvaltninger, og vurdere dens virkninger på alle involverede parter -elever, foraeldre og laerere såvel som andre professionelle og konsulenter, som støtter elever med saerlige behov.…”

“…Det overordnede formål med forskningen var at se, hvordan den nye lovgivning blev modtaget af lokale forvaltninger, og vurdere dens virkninger på alle involverede parter -elever, foraeldre og laerere såvel som andre professionelle og konsulenter, som støtter elever med saerlige behov. Head & Pirrie, (2007) gennemførte en surveyundersøgelse af de skotske specialskoler. Spørgeskemaer blev sendt ud til 183 specialskoler i hele Skotland, 119 svarede, hvad der svarer til en deltagelsesprocent på ca.…”