Academisation of Schools in England and Placements of Pupils With Special Educational Needs: An Analysis of Trends, 2011-2017
Academisation of Schools in England and Placements of Pupils With Special Educational Needs: An Analysis of Trends, 2011-2017
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DOI：
10.3389/feduc.2019.00003
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发表时间：
2019-02-04
影响因子：
2.3
通讯作者：
Norwich, Brahm
中科院分区：
文献类型：
--
作者：
Black, Alison;Bessudnov, Alexey;Norwich, Brahm
本文旨在按学校类型和学阶段考察2011年至2017年英国学校构成的变化；按地区划分的学术化速度；整体而言，有特殊教育需要 (SEN) 的学生在 SEN 支持和 EHC 计划层面的比例变化。我们分析了国家学生数据库 (NPD) 中公开的学校级别数据，记录了 2011 年至 2017 年间英语教育的两个同时趋势。首先，我们观察到成为学院的学校比例不断增加，特别是在中学主流部门，但也在小学、特殊学校和学生转介单位中。其次，我们记录了被归类为有特殊教育需要的学生比例正在下降。虽然所有类型的学校都出现了下降，但赞助学院的下降幅度尤其严重。这一证据并不一定意味着英国学校的学院化对有特殊教育需要的学生的融入产生了负面影响。然而，研究结果具有重要意义，可以为更深入地分析这些趋势以及涉及个人和学校层面分析的学术化因果影响提供基础。他们还可以为国家和地方政策审查提供信息，以了解如何确定学生具有特殊教育需要以及在国际上迈向更广泛的包容性教育的背景下。
This paper aims to examine the changes in school composition in England from 2011 to 2017 by school type and school phase; the speed of academisation by region; and the changes in the proportions of pupils with special educational needs (SEN) at SEN Support and EHC Plan levels overall. We analyse publicly available school level data from the National Pupil Database (NPD) to document two simultaneous trends in English education between 2011 and 2017. First, we observe an increasing percentage of the schools that have become Academies, especially in the secondary mainstream sector, but also among primary schools, special schools and pupil referral units. Second, we document a decreasing percentage of pupils who were classified as having SEN. While the decrease happened across all types of schools, it was particularly steep in Sponsored Academies. This evidence does not necessarily imply that the academisation of English schools has had a negative effect on the inclusion of pupils with SEN. However, the findings have significance to provide the basis for a more in-depth analysis of these trends and the causal effects of academisation involving individual and school level analyses. They can also inform national and local policy review of how pupils are identified as having SEN and in the context of international moves toward greater inclusive education.