DfE-Inclusion and the academisation of English secondary schools:trends in the placement of pupils with significant SEN and those permanently excluded

DfE-包容性和英国中学的学术化：具有严重特殊教育需要的学生和永久被排除在外的学生的安置趋势

• 批准号: ES/P001009/1
• 负责人: Alison Black
• 金额: $ 22.6万
• 依托单位: UNIVERSITY OF EXETER
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FP001009%2F1
• 关键词: DfE; Inclusion; academisation; English; secondary

This project aims to analyse a national dataset (the National Pupil Database) about pupils and schools to explore the routes some vulnerable pupils take through secondary schools. We are interested in comparing trends over time (2003-2015) with a focus on:-pupils with SEN that enter at year 7 and exit during later years-all pupils permanently excluded from secondary schools.Over the past 30 years consecutive UK governments have had 2 main policy initiatives regarding schooling in England. Raising academic standards has been the focus of the first initiative, leading to an assessment-led national curriculum; national testing and comparison of results; and developing a more market-orientated model of schooling. This reflected a wider development in public service policy, to replace some state provision by more diversity and autonomy of provision and more user choice. Academies were created by the Labour government to respond to the issues of persistently 'failing' schools. The Conservative/Lib Dem coalition built on this to introduce academies and free schools on a much larger scale.A lesser though nevertheless important trend was providing for more pupils with special educational needs (SEN) in ordinary rather than special schools and building capacity in ordinary schools to provide for these pupils - what has been called the inclusive education movement. However, the most recent legislation relating to pupils with SEN reinforces the choice and diversity model in emphasising more parental choice and offering more diversity of provision, for example more special schools established through the free school policy initiative.There are now a range of school types, each with a different level of autonomy. Converter Academies (the most autonomous of the types) had the lowest percentage of pupils with significant SEN, the sponsored Academies (required to convert, governed by outside sponsor) had the highest percentage with significant SEN, while maintained schools (remaining as local authority schools) had percentages between these levels.We think the policy of secondary schools changing into academies and a focus on raising standards in school may have changed the patterns over time of vulnerable pupils (those with SEN as well as those who experience permanent exclusions) in ordinary schools. The specific aim of our project is to examine whether greater school autonomy and diversity is related to lower placements in ordinary secondary schools and thus greater separate special school and alternative provision placements.Objective 1: to analyse secondary data from the NPD at a pupil, school and local authority (LA) level, regarding pupils that enter and exit mainstream secondary schools.Objective 2: to explore the typical educational routes of children with SEN over time since pupil level data was collected. To find out if there is any variation in educational routes by different areas of SEN.Objective 3: to examine whether greater school autonomy and diversity is related to lower placements in ordinary secondary schools and thus greater separate special school and alternative provision placements.Objective 4: to examine variations in the educational trajectories of vulnerable pupils at a LA level associated with the extent of acadamisation at a LA level. If there are differences we will examine the characteristics of the LAs that may influence the variations.By identifying routes from mainstream schools to special schools/alternative provision we hope to identify some factors that explain significant divergence from typical routes through school. This is to enable us to understand pupil, school and LA factors that influence the educational experiences of vulnerable pupils. The project will support original evidence informed policy making and will act as a model of the kind of research that can and needs to be done internationally in the context of international moves towards greater inclusive education.

该项目旨在分析关于学生和学校的国家数据集（国家学生数据库），以探索一些弱势学生在中学学习的路线。我们感兴趣的是比较一段时间（2003-2015年）的趋势，重点是：有特殊教育需要的学生在7年级入学，并在以后的几年里辍学——所有被永久排除在中学之外的学生。在过去的30年里，英国政府连续出台了两项关于英国教育的主要政策举措。提高学术水平一直是第一个倡议的重点，导致以评估为主导的国家课程；国家测试和结果比较；发展一种更加以市场为导向的教育模式。这反映了公共服务政策的更广泛发展，以更多样化和更自主的提供和更多的用户选择取代一些国家提供。学院是由工党政府创建的，以应对学校持续“失败”的问题。保守党和自由民主党联合政府以此为基础，在更大范围内引入了学院和免费学校。一个次要但重要的趋势是在普通学校而不是特殊学校为更多有特殊教育需要的学生提供服务，并在普通学校建立能力来为这些学生提供服务——这被称为包容性教育运动。然而，最近与特殊教育学生有关的立法强化了选择和多样化模式，强调更多家长的选择，并提供更多样化的服务，例如通过免费学校政策倡议建立更多的特殊学校。现在有一系列的学校类型，每一种都有不同程度的自主权。转换学院（最自主的类型）的学生有明显特殊教育程度的比例最低，赞助学院（需要转换，由外部赞助商管理）的学生有明显特殊教育程度的比例最高，而维持学校（仍然作为地方当局学校）的百分比介于这两个水平之间。我们认为，随着时间的推移，中学转变为学院的政策，以及对提高学校标准的关注，可能已经改变了普通学校弱势学生（那些有特殊教育需要的学生以及那些被永久排斥的学生）的模式。我们项目的具体目的是研究更大的学校自主权和多样性是否与普通中学的低安置率有关，从而导致更多的特殊学校和替代学校的安置率。目标1：分析NPD在学生、学校和地方当局（LA）层面的中学数据，涉及进入和退出主流中学的学生。目的2：探讨自小学生水平数据收集以来，特殊教育障碍儿童的典型教育路径。目的3：研究学校自主权和多样性的增加是否会导致普通中学的入学人数减少，从而导致个别特殊学校和另类学校的入学人数增加。目标4：研究与LA水平的学术化程度相关的LA水平弱势学生教育轨迹的变化。如果存在差异，我们将研究可能影响差异的LAs特征。通过确定从主流学校到特殊学校/替代规定的路线，我们希望确定一些因素，解释从学校到典型路线的显著差异。这是为了让我们了解影响弱势学生教育经历的学生、学校和LA因素。该项目将支持以原始证据为依据的政策制定，并将作为一种研究模式，这种研究可以而且需要在国际上开展，以实现更大的包容性教育。

项目成果

Summary of recent trends research - rising special school placement, an academisation effect? IN Changes in SEN / disability provision, pressures on ordinary schools and parental choice: a review of inclusive education and its prospects

近期趋势研究摘要 - 特殊学校安置率上升，学术化效应？

• 发表时间: 2018
• 期刊: SEN Policy Research Forum paper
• 作者: Black, A

School autonomy and educational inclusion of children with special needs: Evidence from England

学校自治和有特殊需要的儿童的教育包容：来自英格兰的证据

• DOI: 10.1002/berj.3593
• 发表时间: 2020
• 期刊: British Educational Research Journal
• 影响因子: 2.3
• 作者: Liu Y

Academisation of Schools in England and Placements of Pupils With Special Educational Needs: An Analysis of Trends, 2011-2017

• DOI: 10.3389/feduc.2019.00003
• 发表时间: 2019-02-04
• 期刊: FRONTIERS IN EDUCATION
• 影响因子: 2.3
• 作者: Black, Alison;Bessudnov, Alexey;Norwich, Brahm
• 通讯作者: Norwich, Brahm