Autonomy, Rights and Children with Special Needs: A New Paradigm?

自20世纪70年代末以来，在英格兰的特殊教育需求（SEN）和苏格兰的额外支持需求（ASN）领域，家长参与教育决策的问题日益受到关注。尽管《联合国儿童权利公约》（UNCRC）和《联合国残疾人权利公约》（UNCRPD）强调赋予儿童权力，但父母在教育方面的权利往往高于儿童和青少年的权利。在英国不同地区，对特殊教育障碍儿童和青少年受教育权利的重视程度也存在一些差异，对自治概念的理解也存在分歧。在英格兰和苏格兰，新的立法旨在使患有特殊教育障碍的儿童和青少年享有与其父母同等的权利。鉴于这一变化，本研究将考虑我们是否正在目睹特殊和额外支持需求领域的范式转变，类似于20世纪80年代和90年代发生在国家教育领域的范式转变，当时市场化和消费主义获得了更高的关注。该研究涉及以下重要问题：(1)在不同社会和地理背景下，实际实现不同类型困难的儿童和青少年的权利；(2)儿童和青少年的权利如何与父母的权利并列；(3)学校和地方当局为促进儿童和青少年的权利而可能采取的措施。在考虑英格兰和苏格兰儿童和青少年SEN/ASN权利的实施方式时，该研究将考虑更广泛的社会政策格局的变化，包括权力下放的持续影响，英国学校管理安排的日益多样化和公共部门的紧缩。这个项目将使用一系列研究方法，包括分析政策、立法和行政数据；对地方当局在儿童和青年权利方面的政策和做法进行调查；对关键的举报人进行访谈，以征求对可能促进或阻碍有特殊心理障碍的儿童和青少年实现其权利的因素的意见；在家庭和学校环境中对儿童和青少年及其父母/照顾者进行定性工作。

Since the late 1970s, in the field of special educational needs (SEN) in England and additional support needs (ASN) in Scotland, there has been a growing focus on parental involvement in educational decision-making. Despite the emphasis on the empowerment of children in the UN Convention on the Rights of the Child (UNCRC) and the UN Convention on the Rights of Persons with Disabilities (UNCRPD), parental rights in education have tended to trump those of children and young people. There has also been some disparity with regard to the emphasis on the educational rights of children and young people with SEN/ASN in different parts of the UK, and competing understandings of the concept of autonomy. In both England and Scotland, new legislation aims to place the rights of children and young people with SEN and ASN on a par with those of their parents. In the light of this change, this research will consider whether we are witnessing a paradigm shift in the field of special and additional support needs analogous to that which occurred in state education in the 1980s and 1990s, when marketisation and consumerism attained a much higher profile. The research addresses important questions with regard to:(1) the practical realisation of the rights of children and young people with different types of difficulty and in different social and geographical contexts;(2) the way in which children and young people's rights sit alongside those of their parents;(3) the measures which may be taken by schools and local authorities to promote the rights of children and young people. In considering the way in which the rights of children and young people with SEN/ASN are implemented in England and Scotland, the research will take account of changes in the wider social policy landscape, including the ongoing impact of devolution, growing diversity of governance arrangements in English schools and public sector austerity. A range of research methods will be used in this project, including analysis of policy, legislation and administrative data; a survey of local authority policy and practice in relation to the rights of children and young people; key informant interviews to elicit views on the factors which are likely to promote or inhibit the realisation of the rights of children and young people with SEN/ASN; qualitative work with children and young people and their parents/carers in home and school settings.