In 2011, 65% of the 76,900 pupils aged between 5 and 16 in special schools in England were of secondary age. When this population is broken down further, a constant rise in pupil numbers is seen; from just under 3,500 pupils at age 5, to more than 10,000 at age 15, with a large leap in numbers between the ages 10 and 11. This thesis views these patterns as demonstrations of disproportionality and as indications that inclusion in mainstream secondary schools is not being achieved. The thesis fills a gap in the literature exemplified by the paucity of studies on this phenomenon. It is distinctive in not only exploring a problem and then suggesting ways of overcoming it, it also tests these suggestions. The thesis is in two parts, the first is a standard empirical enquiry, using a survey methodology, the second uses futures studies methodologies and evaluation techniques to create and develop a vignette of a future school that successfully includes those children currently placed in special schools. A critical realist perspective is adopted, acknowledging that explanations are contingent and influenced by personal experience and bias (at the level of researcher and participants). Hence a range of stakeholder views are sought, along with the involvement of groups of practitioners and experts in the refinement of a vignette of a future school. The thesis employs a mixed methods approach, in order to base findings on as many sources as possible. It also involves a futures thinking aspect, in the design of a preferable, transforming, normative image of a future education system. In part one explanations about why the phenomenon of over-representation occur are sought through a literature review, then a questionnaire of key stakeholders (those involved in school placement decisions). Factors that are commented on most frequently are school level factors and within child factors. These findings point to limitations of current models used to understand disability and special educational needs, the thesis posits that an extended multi-dimensional model is needed, and suggests a number of existing models that could be developed. In part two a vignette of a future school is created by considering how problems and issues raised in part one of the study could be circumvented. This vignette is evaluated by experts who have experiential and theoretical knowledge of the field of special educational needs and inclusion. The evaluation contributes to the further refinement of the vignette. This thesis highlights the unexplored phenomenon of secondary over-representation in special schools in England and presents an in-depth analysis of the reasons that stakeholders give to explain this over-representation. Uniquely, this analysis is then translated into an imaginary design of a possible future inclusive school, the evaluation of which in turn highlights some of the persistent issues about the purposes and design of schools in a diverse society.

iv Abstract This research report compares what occupational therapists working at schools for learners with special educational needs (LSEN) think is important to record with what is recorded in the learners' occupational therapy files. Six clinical occupational therapists completed a questionnaire by grading items according to their level of importance in maintaining occupational therapy records. The researcher did an audit on 76 learners' occupational therapy files at four LSEN schools. The results indicated a vast discrepancy between what the occupational therapist viewed as important and what was actually recorded in the learners' files. The occupational therapists viewed most items as being very important to record (84.2%), yet the items were seldom recorded in the learners' files (33.3%). The researcher used the results to develop an adjusted checklist that could be used by occupational therapists at LSEN schools to audit their own records and as a guideline for record keeping.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999. / This study examines parental attitudes towards mainstreaming/inclusion in South Africa, which was recently adopted as part of the new educational dispensation. The sample included parents of children in four different school types in Johannesburg, and the survey was conducted by means of a questionnaire with multiple-choice and open-ended sections. The respondents totaled 255 out of a possible 400 (64%). Statistical analyses used included factor analysis, analysis of variance and independent group t-tests. The results indicated an overall neutral or negative attitude towards mainstreaming by parents, with parents of children in special and remedial schools being more negative. Parents felt that gifted children or those with mild to moderate learning disabilities were the most suitable candidates for mainstreaming, whilst children with severe mental retardation, sensory impairments, or behavioural disorders were the least suited. Parents were concerned that teachers would not be able to cope with the demands of the mainstream classroom because of inadequate training or time. They were also concerned that classes would be too large, that children of differing abilities would not be able to cope with the academic and social demands placed on them, and that general educational standards would drop. Only 20% of parents felt that mainstreaming would be successful, and most parents were not clear about what measures could help to implement this educational approach in South Africa. The implications of these results were discussed, with a view to future research and interventions to allay parental fears about mainstreaming/inclusion

A democratização do direito à educação com a inclusão escolar corresponde à previsão da legislação brasileira como direito para todos, respaldado pela legislação educacional nacional, estadual e municipal. A evolução do número de matrículas dos alunos com necessidades educacionais especiais em classes comuns em todo o território brasileiro tem gerado tensões e contradições nos sistemas de ensino para o atendimento desse alunado, despertado discussões e reflexões sobre a prática educacional e possibilitado o desenvolvimento de pesquisas voltadas para desvendar esse complexo fenômeno social e escolar. O presente estudo objetivou investigar a relevância dos fatores que favorecem a permanência dos alunos com necessidades educacionais especiais em classes comuns, sob a ótica dos professores de 5ª à 8ª série do ensino fundamental, no município de Barueri, em São Paulo. Para a realização da pesquisa qualitativa foi utilizado um questionário como instrumento de investigação e os achados discutidos à luz dos documentos da legislação educacional e a partir das contribuições teóricas que possibilitaram aprofundar conhecimentos sobre os fatores imbricados na permanência dos alunos com necessidades educacionais especiais em classes comuns. Os apontamentos dos professores referiram que os fatores de maior relevância para a permanência dessa demanda em classes comuns estão relacionados ao número de alunos por sala de aula e a necessidade de revisão de critérios de avaliação e de promoção desse público. A pesquisa possibilitou informações que podem ser referenciais para a discussão de políticas públicas e de ações que possam, de fato, favorecer a permanência desse alunado em classes comuns no curso do ensino fundamental. / The democratization of the right to education with school inclusion corresponds to the prediction of the Brazilian law as a right for all, backed by national legislation on education, state and municipal levels. The evolution of the enrollment of students with special educational needs in regular classes throughout the Brazilian territory has generated tensions and contradictions in education for the care of these students, aroused discussion and reflection on educational practice and enabled the development of research focused to unravel this complex social phenomenon and school. This study aimed to investigate the relevance of the factors that promote the continuity of pupils with special educational needs in ordinary classes, from the perspective of teachers from 5th to 8th grade education in the city of Barueri, São Paulo. To achieve the qualitative questionnaire was used as a research tool and findings discussed in light of the documents of educational legislation and from the theoretical contributions that made possible increase knowledge of factors permeating the residence of pupils with special educational needs in regular classes. The notes of the teachers reported that the factors most relevant to this demand to remain in regular classes are related to the number of students per classroom and the need for revision of criteria for evaluation and promotion of the public. The survey offered information that can be references for the discussion of public policies and actions that may in fact promote the persistence of these students in regular classes in the course of elementary school.

Inclusion in relation to special educational needs (SEN) has become an imperative in the educational policies of many countries. However, the implementation of inclusive practice is not straightforward and has been the focus of many studies. In Physical Education (PE), Mosston’s Spectrum of Teaching Styles is an integral component of many educational systems but has not been studied in relation to teachers’ understanding of inclusion and inclusive practice. Mosston’s Spectrum of Teaching styles has been promoted in Greece since 2006 and this study investigates the relationship between the beliefs and practices of specialist primary PE teachers in Greece in relation to inclusion and Mosston’s Spectrum of Teaching Styles. The study has a single-case research design with embedded units and was conducted in mainstream primary schools with 15 participant PE teachers. Data was collected using semi-structured observations of participants’ PE lessons followed by semi-structured interviews focusing on their understanding of inclusion, of inclusive practices and their knowledge and use of Mosston’s Spectrum of Teaching Styles. The findings suggest that some of the teachers’ beliefs about inclusion resonate with current understandings as reported in the literature whereas other teachers refer to older understandings of inclusion and disability. Very few teachers had a detailed knowledge of Mosston’s Spectrum of Teaching Styles but were found to use them to some extent during their lessons. While not commonly associated with inclusion, the teaching styles from Mosston’s Spectrum that were used did not prevent the use of inclusive practices by the teachers. This study relates Mosston’s Spectrum of Teaching Styles to a single dimension of inclusion and challenges the value it is accorded in Physical Education policy in Greece where inclusive practice is promoted by particular educational policies. The findings lead to suggestions for enhancement of both policy and practice in the context of Physical Education in Greece and more widely.

This thesis presents a series of design-led case studies concerned with the use of digital technology and the practice of interaction design for children within the context of UK special educational needs classrooms. It explores the use and development of accessible digital systems to support groups of students who have a range of special educational needs. Working with groups of mixed ability students has found to be the most typical situation for teaching in the participant schools and is a rich but underexplored area of concern for interaction design research. This thesis presents detailed accounts and grounded analysis of four embedded, design-led, case studies in two UK special needs schools. It makes three main contributions to the community of researchers, designers and educational practitioners who are concerned with the use of digital technology with children and more specifically working within the field of interaction design for children with special educational needs. These contributions are: A set of design guidelines developed through an analysis of the detailed and thorough accounts of four embedded design-led research projects in two special needs school in the UK. A discussion of the development of the research approach taken in this thesis. A set of design personas of teaching staff interaction designers are likely to encounter when working in a UK special needs school.

<p>This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher.</p><p>The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed.</p><p>The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class.</p><p>A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.</p>

<p>Abstract</p><p> </p><p>This licentiate’s dissertation is about how school staff talk about pupils having difficulties in relating to teachers and other pupils. It’s specific focus is on pupils which are described as “disturbing”, “troublesome”,”unruly”, “unconcentrated” or characterised by similar concepts. The main aim is to elucidate and discuss how school staff explain pupils’ difficulties, what measures they state that they undertake and what measures they consider necessary.</p><p>The study is based on a social constructive approach. This means that the way we understand the world we live in is seen as shaped by social and cultural processes mediated through language. A consequence of this is that the way the staff talk about pupils in difficulties will influence how they relate to those children and how they work at solving the problems.</p><p>The empirical material consists of interviews with six principals, six Special Educational Needs Co-ordinators and six class teachers from six different schools. 15 of the people interviewed work with 11–13 year olds and three of them with 7–9 year olds. The material from the interviews is categorised into themes and further analysed in order to present a systematic overview of the ways in which the staff talk about children in difficulties.</p><p>The result shows that the problems are understood as complex and full of nuances. Explanations of the problems from medical/psychological perspectives have no distinguished status. It is more common that the problems are related to social conditions, family situation and school environment.</p><p>The study also shows that different professional groups usually place the responsibility for solving the problems with other professional groups. The way the concerned principal looks upon the problem seems be important for the way the problem is dealt with.</p><p>The way the staff studied talk about the school activities indicates that schools differ concerning issues like organisation, the role of the Special Needs Co-ordinator, co-operation between different professional groups etc. As a consequence pupils having difficulties in relating to other people will be subjected to different conditions depending on what school they attend. The school as an arena of identity creation and citizenship education will offer hence different opportunities to different children in difficulties.</p><p> </p><p> </p><p> </p><p><em> </em></p><p><em> </em></p><p><em>Keywords:</em><strong> </strong>special educational needs, social constructionism, children in need of support,</p><p>problem behavior in schools</p><p><strong> </strong></p><p><strong><em> </em></strong></p><p>Hans Larsson, Department of Education,</p><p>Örebro University, SE-701 82 Örebro, Sweden, hans.larsson@oru.se</p>

This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher. The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed. The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class. A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.

Abstract   The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes.   This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree that all students should be included in regular education, because learning occurs in the interaction between individuals. No one should be excluded from their regular classroom. But for students with special needs to receive an equal education, there should be more resources in the classroom. Special educators should be more involved in the regular teaching, to create conditions to a school for all pupils.     Keywords: Inclusion, pupils whit special educational needs, regular classroom teaching, special education, teaching strategies, a school for all.