Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630838
Title: An exploration of the factors that enable inclusion of children who have statements of special needs in mainstream classrooms : a case study of a primary school
Author: Eko, Increase Mboe
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2013
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Abstract:
This thesis investigates the factors that enable the inclusion of a child who has a Statement of Special Educational Needs (Statement) in a mainstream school. Current statistics on SEN (DFE, 2012b) states that in January 2012, 226,125 pupils across England had Statements. The original purpose of the Statement was to provide "special provision not generally available to ordinary schools" (DES, 1978:45) to those children who, on the basis of a detailed profile of their needs are judged to have significant educational needs. However, this can also position children as negatively different (Foucault, 1977 & 1979). This study argues that the concept of Statements is problematic due to systemic policy deficiency, which sometimes impacts on the way the Statement is perceived. Whilst the systemic problem exists the teacher is perceived to be one of the major factors affecting inclusion. This study explores how teachers ensure that children who have Statements are effectively included and make progress. The views of advocates of critical pedagogy (e.g. Lingard & Mills, 2005; Freire, 1970 & 1974; hooks, 1994 & 2003; Kanpol, 1994 & 1997) have been used to support the argument that teachers can make a difference to enable the inclusion for children who have Statements. A case study design was selected as the methodological approach to investigate how and why this child was included. Interviews with staff, twenty lessons observed in two classes over two academic years, a research diary, informal conversations with staff and source documents were used as the means of data collection. Analysis of the findings suggests that where a child with a Statement was perceived to be included, evidence (see Chapters Five to Seven) suggests that it was because the teachers made it happen by 'transgressing'. 'Transgression' happened because the teachers did not perceive special needs to be within child and 'cared' about inclusion. This study argues that more work needs to be done to support teachers so that they can include all children. Finally consideration is given to the changes that are taking place in the Government's proposal for policy change in the provision of SEN (DFE, 2012) and the impact this may have on Statements.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.630838  DOI: Not available
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