Special Education and Policy Change: A Study of Six Jurisdictions
This network investigates the changing nature of special education in six jurisdictions, interrogating the relationship between policy rhetoric, statistical evidence and practice on the ground. This extends and critiques the work of bodies such as the OECD and the EADSNE which publish national statistics provided by member states, but do not necessarily have the resources or mandate to interrogate the statistics and their underpinning discourses. The participating jurisdictions will be treated as critical cases, with a focus on their distinctive characteristics.
Funder
| Start date | 1st March 2012 |
|---|---|
| End date | 30th September 2014 |
Project team
University of Edinburgh, UK
Chapman University, USA
Queensland University of Technology, Australia
University of Gothenburg, Sweden
University of Groningen, The Netherlands
University of Victoria, Australia
Events
| Date | Event |
|---|---|
| 01-05.09.2014 | ECER 2014 Symposium |
| 05-07.02.2014 | Fourth meeting of the Leverhulme network |
| 17.10.2013 | PRIS Seminar |
| 10-13.09.2013 | ECER 2013 Symposium |
| 22-24.04.2013 | Third meeting of the Leverhulme network |
| 12-13.03.2013 | Platform for Research on Inclusive Schooling (PRIS) Inaugural symposium |
| 22-24.10.2012 | Second meeting of the Leverhulme network |
| 19-20.04.2012 | First meeting of the Leverhulme network |
Relevant documents
Research outputs
International Journal of Inclusive Education - "After Exclusion - What?"
- Academic work on a back-burner: habituating students in the upper-secondary school towards marginality and a life in the precariat
- After exclusion what?
- Children's rights, school exclusion and alternative educational provision
- Distant cities, travelling tales and segmented young lives: making and remaking youth exclusion across time and place
- Excluded from school: getting a second chance at a ‘meaningful’ education
- How schools can move beyond exclusion?
- Reconstituting the ADHD girl: accomplishing exclusion and solidifying a biomedical identity in an ADHD class
- Up or down and out? A systemic analysis of young people's educational pathways in the youth justice system in England and Wales
Discourse - Special education and globalisation: Continuities and contrasts across the developed and developing world
- Introduction - Special education and globalisation: Continuities and contrasts across the developed and developing world
- Moving forward or standing still? A reflection of ‘special’ educational provision in Malaysia
- Social justice and technocracy: Tracing the narratives of inclusive education in the United States
- Reconceptualising inclusion as participation: Neoliberal buck-passing or strategic by-passing?
- The narrative of special education in Sweden: History and trends in policy and practice
- Exclusion from school and recognition of difference
- Fighting segregation in special needs education in the Netherlands: The effects of different funding models
- Additional support needs policy in Scotland: Challenging or reinforcing social inequality?
- Special education and minority ethnic young people in England: Continuing issues
Special Education and Globalisation: Continuities and contrasts across the developed and developing world
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Other publications
Impacts & related news
- Herald Scotland (07.10.2013): Ministers under fire over special needs decision
- TESS (27.9.2013): Exam rules branded “discriminatory” against students with additional support needs
- TESS (13.9.2013): Sheila Riddell's comments on government policy toward students with ASN
- Herald Scotland (26.8.2013): Legal ruling threatens rights of special needs pupils, say lawyers