Changing Legislation and Its Effects on Inclusive and Special Education: Scotland

Autor/inn/en	Riddell, Sheila; Weedon, Elisabet
Titel	Changing Legislation and Its Effects on Inclusive and Special Education: Scotland
Quelle	In: British Journal of Special Education, 41 (2014) 4, S.363-381 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12080
Schlagwörter	Foreign Countries; Educational Change; Educational Policy; Educational Legislation; Inclusion; Special Education; Policy Analysis; Educational Development; Educational Practices; Special Needs Students; Childrens Rights; Context Effect; Governance; Comparative Education; Data Analysis; Social Problems; Emotional Problems; Behavior Problems; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Politikfeldanalyse; Bildungsentwicklung; Bildungspraxis; Sonderpädagogischer Förderbedarf; 'Children''s rights'; Kindesrecht; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Vergleichende Erziehungswissenschaft; Auswertung; Social problem; Soziales Problem
Abstract	This article, by Sheila Riddell and Elisabet Weedon of the Centre for Research in Education Inclusion and Diversity, University of Edinburgh, analyses recent policy developments and outcomes in the field of additional support needs in Scotland in the context of devolution and austerity, drawing on a critical analysis of policy and administrative data. While there is a growing tendency in Scottish policy discourse to "decentre" England as a main point of comparison, in the field of special and additional support needs policy there appear to be strong correspondences between the two jurisdictions. England appears to be following Scotland's lead in producing new types of statutory support plans and placing greater emphasis on children's rights. At the same time, these policy changes are being implemented in different policy contexts, with homogenous governance arrangements characterising the Scottish school system, compared with increasing complexity within the English system. In terms of the growth of the category of social, emotional and behavioural difficulties (SEBD in Scotland, BESD in England) there are strong cross-border parallels. Children in these categories tend to live in deprived areas and are unlikely to have statutory support plans. Overall, this indicates the importance of analysing not just policy discourse, but also policy outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01