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Article
Publication date: 9 November 2015

Sue Holttum

The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional…

Abstract

Purpose

The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results.

Design/methodology/approach

Three papers are summarized. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programme aimed at improving children’s mental health. The third is a case study of one American school identified for its high inclusivity and excellent educational results.

Findings

In the first study, children with emotional disturbance, and African-American children were most likely to be excluded from school. The study of four English schools suggested that implementation of the national programme was variable but leadership and planning seemed vital, as well as whole-school commitment. The high-performing inclusive American school had whole-school commitment, high quality planning alongside flexibility, on-going further training for teachers, and close pupil tracking.

Originality/value

The study of school exclusion was the first to examine children and schools together, as well as different disabilities and ethnicity. The study of English schools highlights the experiences of those directly involved in implementing a national programme to promote children’s mental health. The study of a high-performing inclusive school in America discovered much in common with inclusive high-performing schools in England, suggesting that some practices can be identified across the two cultures that aid successful inclusion of children with disabilities including mental health difficulties.

Details

Mental Health and Social Inclusion, vol. 19 no. 4
Type: Research Article
ISSN: 2042-8308

Keywords

Article
Publication date: 4 April 2016

Chris Hatton and Eric Emerson

The purpose of this paper is to present data drawn from the Department for Education (DfE)concerning trends in the number of children identified as having a learning disability…

Abstract

Purpose

The purpose of this paper is to present data drawn from the Department for Education (DfE)concerning trends in the number of children identified as having a learning disability within state schools in England.

Design/methodology/approach

Data based on the school census conducted by the DfE was examined annually for 2009/2010 to 2014/2015, to determine the number of children identified as having moderate learning difficulty (MLD), severe learning difficulty (SLD) or profound multiple learning difficulty (PMLD) within state schools in England, at two levels: having a Statement of Educational Needs/Education Health Care Plan, or at School Action Plus.

Findings

The number of children identified as MLD reduced substantially over time, for both statemented children and children identified at the School Action Plus level. In contrast, the smaller number of statemented children with SLD or PMLD increased over time, in line with increasing school rolls and epidemiological trends.

Research limitations/implications

Further work is needed to understand the sharp reduction in the number of children being identified as having MLD within schools, and the educational support being offered to this group of children. Better information is also needed on children with learning disabilities not being educated in the state school sector.

Originality/value

This paper highlights important trends in the identification of children with learning disabilities in state schools in England, with consequences for how large groups of children are being supported.

Details

Tizard Learning Disability Review, vol. 21 no. 2
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 1 March 1982

Barbara R. Lewis

Investigates school‐leavers and students, but more importantly, primary groups of schoolchildren are being targeted, because of their growing power as consumers – even affecting…

Abstract

Investigates school‐leavers and students, but more importantly, primary groups of schoolchildren are being targeted, because of their growing power as consumers – even affecting others in purchasing products – such as own family members. Chronicles that the majority of children seem to save extensively at school or the Post Office, building society or bank, etc., and examines this in detail – particularly school savings schemes. Looks at different school systems, numbers of children involved and schools without a scheme. Discusses further pros and cons of saving schemes and also the implications of these for bank marketing. Concludes that the present project has been essentially exploratory, but further research might well be required.

Details

European Journal of Marketing, vol. 16 no. 3
Type: Research Article
ISSN: 0309-0566

Keywords

Book part
Publication date: 21 January 2022

Tim Jay and Jo Rose

Over the course of a two-year project, we set out to investigate the mathematics in children's everyday lives. We recognised the fact that this was a challenging project and that…

Abstract

Over the course of a two-year project, we set out to investigate the mathematics in children's everyday lives. We recognised the fact that this was a challenging project and that gaining access to children's personal lives would take time and some careful research design. A particular challenge centred on the difficulty of ensuring that our participants shared our understanding of ‘mathematics in everyday life’ and were happy and confident in sharing examples with us. In this chapter, we describe the way that we gradually increased the depth of our understanding of children's experience of mathematics outside of school through a series of studies with groups of primary school children. A structured diary study, and parental survey, allowed us to start a conversation with our participants about the kinds of activities we were interested in. A photo elicitation study then encouraged participants to cross the home-school boundary and share representations of their lives outside of school. These studies enabled us to develop enough of a shared language to carry out small group interviews with children and explore the mathematical thinking and learning in their out-of-school lives.

Details

Repositioning Out-of-School Learning
Type: Book
ISBN: 978-1-78769-739-3

Keywords

Article
Publication date: 2 November 2018

Chris Hatton

The purpose of this paper is to examine data on absences and exclusions from school amongst children with learning disabilities and autistic children in England in 2016/2017.

Abstract

Purpose

The purpose of this paper is to examine data on absences and exclusions from school amongst children with learning disabilities and autistic children in England in 2016/2017.

Design/methodology/approach

Data were drawn from Department for Education statistics for the school year 2016/2017 on school absences (authorised and unauthorised) and school exclusions (fixed-period and permanent) for children in the primary special educational needs categories of moderate learning difficulty (MLD), severe learning difficulty (SLD), profound and multiple learning difficulty (PMLD) and autistic spectrum disorder (ASD).

Findings

Authorised school absence rates were higher for all groups of children investigated compared to children without special educational needs, primarily due to illnesses and health-related appointments. Rates of unauthorised school absences were low. Rates of fixed-period and permanent school exclusions were higher for children with MLD and ASD compared to children without SEN, and lower for children with SLD and PMLD. Reasons given for exclusions were similar across children (persistent disruptive behaviour, physical assault against a pupil, verbal abuse against an adult), although physical assault against an adult was also commonly mentioned for children with SLD, PMLD or ASD.

Social implications

Reducing school absences for children with learning disabilities and autistic children will involve co-ordination of health and social care support arrangements to ensure they are convenient and efficient for children and families. In terms of exclusions, schools need to consider the extent to which they are making reasonable adjustments for children with learning disabilities and autistic children.

Originality/value

This paper presents in one place statistics concerning school absences and school exclusions for children with learning disabilities and autistic children in England.

Details

Tizard Learning Disability Review, vol. 23 no. 4
Type: Research Article
ISSN: 1359-5474

Keywords

Book part
Publication date: 17 June 2022

Pamela Louise Graham and Catherine Fenwick

Food insecurity in the United Kingdom has been described as a ‘public health emergency’ which has been exacerbated by the onset and continuation of the COVID-19 pandemic. Drawing…

Abstract

Food insecurity in the United Kingdom has been described as a ‘public health emergency’ which has been exacerbated by the onset and continuation of the COVID-19 pandemic. Drawing on research evidence and a reflective account from a current primary school teacher, this chapter highlights the multifaceted impacts of food insecurity for children in schools. It also draws attention to some important considerations around food, education and food-related interventions for practitioners supporting children in schools.

Details

Understanding Safeguarding for Children and Their Educational Experiences
Type: Book
ISBN: 978-1-80262-709-1

Keywords

Book part
Publication date: 2 May 2018

Sharon Lindhorst Everhardt, Brenda I. Gill, Jonathan Cellon and Christopher Bradley

School-aged children living in Montgomery and Troy located in Central Alabama are particularly vulnerable to food insecurity. This study used a one-group pre-test–post-test…

Abstract

School-aged children living in Montgomery and Troy located in Central Alabama are particularly vulnerable to food insecurity. This study used a one-group pre-test–post-test research design to investigate if gardening and nutritional activities could be used as effective intervention to reduce levels of food insecurity among school-aged children. Statistical results found that several of the participants live in urban food deserts. Food insecurity scores were higher for participants in Montgomery compared to those in Troy, AL. The relationship between parental income, household size, and location were important indicators for measuring food insecurity among participants. Recommendations for future research include expanding the scope of study to different sites and climates with larger samples to enhance our understanding of gardening and nutritional educational activities on food insecurity among school-aged children.

Details

Environment, Politics, and Society
Type: Book
ISBN: 978-1-78714-775-1

Keywords

Book part
Publication date: 28 June 2016

Douglas B. Downey

Most social scientists believe that schools serving the disadvantaged provide considerably poorer learning environments than schools serving advantaged students. As a result…

Abstract

Most social scientists believe that schools serving the disadvantaged provide considerably poorer learning environments than schools serving advantaged students. As a result, schools are thought to be an important source of social problems like inequality. However, an important subset of research employing seasonal comparisons (observing how achievement gaps change when school is in versus out) disputes this position. These studies note that socioeconomic-based gaps in skills grow faster when school is out versus in, suggesting that achievement gaps would be larger if not for schools. I discuss the advantages of seasonal comparison studies and how they provide a more contextual perspective for understanding several important questions, such as: (1) What is the distribution of school quality? (2) How does inequality outside of school condition the way schools matter? and (3) Which policies, school or non-school, most effectively reduce achievement gaps? I conclude that our understanding of how schools influence inequality would be improved by employing the more contextual perspective offered by seasonal comparisons. Seasonal comparison studies have not played a meaningful role in public discussions and so the public lacks a proper understanding of the extent to which social context shapes achievement gaps. This is unfortunate because we continue to try and address achievement gaps primarily through school reform when the real source of the problem lies in the inequalities outside of schools.

Details

Family Environments, School Resources, and Educational Outcomes
Type: Book
ISBN: 978-1-78441-627-0

Keywords

Book part
Publication date: 21 November 2005

Sheri Anita Massey, Ann Carlson Weeks and Teresa Y. Neely

The U.S. Census Bureau reports that 25.7% of individuals residing in the United States were under the age of 18 in the year 2003 (U.S. Census Bureau, 2004a). Within that group…

Abstract

The U.S. Census Bureau reports that 25.7% of individuals residing in the United States were under the age of 18 in the year 2003 (U.S. Census Bureau, 2004a). Within that group 17.6%, about 12 million children, were living in poverty (U.S. Census Bureau, 2004b). Of the children classified as living in poverty, most lived in metropolitan areas. As defined by the Office of Management and Budget (OMB), metropolitan areas are geographic entities with more than 50,000 inhabitants, or an urbanized area made up of a central place and adjacent territories where the general population density is at least 1000 people per square mile of land (U.S. Census Bureau 2004c). The largest city in a metropolitan area is called a “central city” or an urban center. These densely populated urban cities are home to most children living in poverty in metropolitan areas.

Details

Advances in Librarianship
Type: Book
ISBN: 978-0-12024-629-8

Book part
Publication date: 19 May 2010

Ragui Assaad, Deborah Levison and Hai-Anh Dang

How much work is “too much” for children aged 10–14 in Egypt? Our narrow focus here is on “work that does not interfere with school attendance.” For girls, work includes time…

Abstract

How much work is “too much” for children aged 10–14 in Egypt? Our narrow focus here is on “work that does not interfere with school attendance.” For girls, work includes time spent in household chores and subsistence activities. We estimate simultaneous hours of work and school attendance equations as a joint Tobit and Probit model, then conduct simulations. Substantial negative effects on attendance are observed above about 10 hours per week (girls) and 14 hours (boys). For girls, heavy household work appears causal, but for boys, it seems that poor schooling leads to boys' dropout, then subsequent work.

Details

Child Labor and the Transition between School and Work
Type: Book
ISBN: 978-0-85724-001-9

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