Helping Them Out: The Role of Teachers and Healthcare Professionals in the Exclusion of Pupils with Special Educational Needs

Autor/in	Watling, Rob
Titel	Helping Them Out: The Role of Teachers and Healthcare Professionals in the Exclusion of Pupils with Special Educational Needs
Quelle	In: Emotional & Behavioural Difficulties, 9 (2004) 1, S.8-27 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1177/1363275204038258
Schlagwörter	Stellungnahme; Expulsion; Suspension; Disproportionate Representation; Special Needs Students; Interprofessional Relationship; Teachers; Health Personnel; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Relegation; Ausschluss; Schulausschluss; Sonderpädagogischer Förderbedarf; Lehrer; Lehrerin; Lehrende; Medizinisches Personal; Ausland
Abstract	The exclusion of pupils from mainstream and special schools remains a serious issue in the UK despite various initiatives to reduce both the number and the impact of such exclusions. Among those who are consistently over-represented in the exclusion statistics for England are pupils with special educational needs (SEN)--particularly, but not exclusively, those labelled as having severe emotional and behavioural difficulties (EBD) such as attention deficit hyperactivity disorder (ADHD). This article, building on recent work for the Department for Education and Employment, reports on the current position in England. In particular it considers ways in which inter-professional collaboration in this field may reinforce (rather than challenge) certain discursive practices and thus increase (rather than reduce) the number of formal and informal exclusions. It argues that these stronger, more resilient forms of social power can still be resisted if professionals seek ways of disrupting each other's practice. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10