Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607020
Title: The impact of government and local authority policy and practice on promoting inclusive education and effective multiagency services for young people in a pupil referral unit
Author: Camino, Elizabeth
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2013
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Abstract:
A great deal of educational, psychological, medical and social service expertise, time and money is devoted to a small population of children and young people who do not currently fit into mainstream education. This thesis seeks to identify areas of practice and policy that might lead to more effective multiagency provision and to more inclusive education. It looks at the provision for a group of KS2, KS3 and KS4 young people who have been excluded or removed from mainstream education for behavioural, emotional and/or social reasons. The research took place in one unit within a portfolio pupil referral unit (PRU) over several years. The method of research was through unstructured and semi-structured interviews, questionnaires and the records of case histories. Interviewees and respondents include arbitrarily chosen adults, young people in mainstream schools and young people already in other education settings. Teachers, education managers, psychologists and social work professionals were interviewed as well as parents or carers. Through this process, lines of communication, accountability, information giving and sharing were explored. The findings relate to communication between agencies and the possibilities for wider education policy. The networks for essential information sharing between professionals were not uniform and relied heavily on the personal rapport between individual professionals. Communication between the client group and service providers was determined by professional parameters and time allocations. The satisfaction of the client relied heavily on their preconceived ideas of outcome and service deliverer’s performance judged against those ideas. The variety of life experiences that contributed to the need for alternative provision identified the call for further consideration of how education is delivered rather than what should be taught.
Supervisor: Farrell, Peter Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.607020  DOI: Not available
Keywords: Inclusion ; Multiagency provision
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