Vulnerable Children's Access to Examinations at Key Stage 4. Research Report RR639

Autor/inn/en	Kendall, Sally; Johnson, Annie; Martin, Kerry; Kinder; Kay
Institution	National Foundation for Educational Research
Titel	Vulnerable Children's Access to Examinations at Key Stage 4. Research Report RR639
Quelle	(2005), (169 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8447-8482-7
Schlagwörter	Educational Needs; Telephone Surveys; Children; Research Reports; Interviews; Accessibility (for Disabled); Testing Accommodations; Testing Problems; Special Needs Students; Disadvantaged Youth; Change Strategies; At Risk Persons; Performance Factors; Educational Research; Foreign Countries; Student Evaluation; Disabilities; United Kingdom + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Telephone interview; Telefoninterview; Child; Kind; Kinder; Research report; Forschungsbericht; Interviewing; Interviewtechnik; Accessibility; Zugänglichkeit; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Sonderpädagogischer Förderbedarf; Benachteiligter Jugendlicher; Lösungsstrategie; Risikogruppe; Leistungsindikator; Bildungsforschung; Pädagogische Forschung; Ausland; Schulnote; Studentische Bewertung; Handicap; Behinderung; Großbritannien
Abstract	This research project was commissioned by the Department for Education and Skills (DfES) in 2004 to examine barriers to vulnerable children accessing examinations at the end of key stage 4 and to identify strategies employed to overcome these barriers. Key groups of vulnerable children identified by the DfES included: (1) Looked-after children; (2) Pupils unable to attend school because of medical needs; (3) Gypsy/Traveller pupils; (4) Asylum seekers; (5) Young carers; (6) School refusers; (7) Teenage parents; (8) Young offenders; (9) Pupils with special educational needs (SEN); (10) Excluded pupils; (11) Minority ethnic pupils; and (12) Children whose parents choose to educate them at home. Interviews were conducted with a range of stakeholders working with vulnerable children, as well as with exam-related agencies and organisations. Research was conducted between June 2004 and February 2005, and was divided into two phases. Phase 1 provided an overview of existing research evidence. During Phase 2, a telephone survey was conducted with a range of key stakeholders from 40 local education authorities (LEAs) working with vulnerable children, to explore their insights into supporting young people's access to examinations. The research highlighted barriers that prevent or increase the difficulties surrounding vulnerable young people's access to examinations, focusing on difficulties at a number of levels. The study also demonstrated that, where vulnerable children have successfully participated in the examinations system, the key to their success lay in flexible approaches adopted by support staff and schools, and effective communication between providers. Six appendices are included: (1) Overview of Key Issues for Vulnerable Groups; (2) Key Contacts and Useful Documents; (3) Access Arrangements; (4) NAA Exam Cycle; (5) Small-Scale Survey Regarding Pupils with SEN; and (6) Vulnerable Children's Access to Examinations and the 14-19 White Paper. (Contains 13 footnotes and 14 tables.) (ERIC).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10