Session Information
04 SES 02 B, Philosophical Considerations Regarding Inclusive Education
Paper Session
Contribution
Proir to the emergence of policy initiatives aimed at inclusive education, a punitive approach culminating in exclusion, both temporary and permanent, was the preferred method of dealing with pupils whose behaviour was felt to be difficult to deal with in Scottish schools. As the move towards inclusion gained momentum throughout the 1990s and into the twenty first century, in addition to the already exisiting segregated provision, behaviour support became a feature of provision within mainstream schools. At the same time a regime of 'positive' approaches, primarily influenced by the work of Canter and Canter, was introduced. Whilst couched in the language of support, these approaches can nevertheless be seen as extensions of an inherently punitive approach as they demaned compliance and obedience in return for a reward, whilst failure to comply met with 'consequences'.
Recent policy and legislation, however, have served to challenge these approaches. First, the 'Standards in Scotland's Schools etc Act' of 2000 introduced the presumption of mainstreaming for all children in Scotland. Following the argument that behavioural difficulties should be seen as a 'special need' the same as any other contained in the 2001 document 'Better Behaviour - Better Learning' the 2004 'Additional Support for Learning Act' enshrined this principle in Scots law. The code of practice which followed the Act and which was revised in 2009 addresses the needs of children and young people who who may have additional needs in the language of support and care, with a focus on learning and provision rather than dis- or in- ability.
This paper seeks to explore the shift in language in policy since 2000 and to analyse how far, if at all, the reconstitution of social, emotional and behavioural difficulties as a learning difficulty has impacted on provision and practice.
The inclusion in mainstream education of children and young people who may be experiencing social, emotional and behavioural difficulties is problematic throughout Europe. Through an exploration and analysis of the relationship and interaction between policy on the one hand , and provision and practice on the other, the Scottish context may offer a case study that addresses issues common to all European countries.
Method
Expected Outcomes
References
Scottish Executive Education Department (2001) 'Better Behaviour, Better Learning: Report of the Discipline Task Group'. Scottish Executive Education Department (2004) 'Better Behaviour in Scottish Schools Policy Update.' Scottish Executive Education Department (2006) 'Working Together to Improve School Discipline'. Scottish Government (2009) Code of Practice. Cohen, L., Mannion, L. and Morrison, K (2007) Research methods in education. London: Routledge Daniels, H. (2001) Vygotsky and Pedagogy. London:RoutledgeFalmer Darder, A., Baltodano, M.P. and Torres, R.D. (eds) (2009) The Critical Pedagogy Reader. London: Routledge Fairclough, N. (1995) Critical discourse analysis: the critical study of language. Head, G. (2007) Better learning, better behaviour. Edinburgh: Dunedin Academic Press Mingat, A., Tan, J.P. and Sosale, S. (2003) Tools for education policy analysis. Washington, D.C.: World Bank Nind. M., Rix, J., Sheehy, K. and Simmons, S. (2005) Curriculum and pedagogy in inclusive education: values into practice. London: RoutledgeFalmer O'Halloran, K. (2003) Critical discourse analysis and language cognition. Edinburgh: Edinburgh University Press. Trifonus, P.P. (ed) (2003) pedagogies of difference. London: routledgeFalmer
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