Achieving Inclusion? Effective Resourcing of Students with Special Educational Needs

Autor/inn/en	Banks, Joanne; Frawley, Denise; McCoy, Selina
Titel	Achieving Inclusion? Effective Resourcing of Students with Special Educational Needs
Quelle	In: International Journal of Inclusive Education, 19 (2015) 9, S.926-943 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1018344
Schlagwörter	Inclusion; Disabilities; Mainstreaming; Educational Equity (Finance); Resource Allocation; National Surveys; Funding Formulas; Economically Disadvantaged; Foreign Countries; Institutional Characteristics; Elementary Schools; Secondary Schools; Principals; Questionnaires; Student Characteristics; Classification; Single Sex Schools; Coeducation; School Size; Rural Urban Differences; Regression (Statistics); Multivariate Analysis; Special Needs Students; Ireland + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Ressourcenallokation; Funding; Finanzierung; Ausland; Elementary school; Grundschule; Volksschule; Sekundarschule; Principal; Schulleiter; Fragebogen; Classification system; Klassifikation; Klassifikationssystem; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Stadt-Land-Beziehung; Regression; Regressionsanalyse; Multivariate Analyse; Sonderpädagogischer Förderbedarf; Irland
Abstract	In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable distribution of resources. This paper examines the system of SEN funding in Ireland during a period of policy change. Using data from a National Survey of Schools, we examine the profile and distribution of students across different school contexts to assess the extent to which the existing funding model targets those most in need. Findings show that the current through-put funding system broadly targets students with SEN but in any new model, there is room for greater differentiation in the allocation of funding, particularly within disadvantaged school contexts. The paper highlights the need for further discussion around how we conceptualise special education in mainstream education. We argue for greater emphasis on student outcomes and school accountability where SEN funding is received to support students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01