Mainstreaming Pupils With Special Educational …

1 EducationMainstreaming Pupils withSpecial Educational needs : an evaluation9780755 929016 ISBN 0-7559-2901-2 ISSN 0950 2254 ISBN 0 7559 2901 2 Web only text pages of this document are produced from 100% ElementalChlorine-Free paper carries the Nordic Ecolabel for low emissions duringproduction, and is 100% 01/06 Mainstreaming Pupils withSpecial Educational needs :an evaluationAnne PirrieGeorge HeadPaul BrnaNovember 2005 ContentsiiiAcknowledgementsivExecutive summary v1 Introduction and the this report42 Setting the bigger policy integration to for further consideration183 Developing policy and of the local authority development in the field of SEN for messages for policy-makers and providers324 Moving to strategies for and disseminating Mainstreaming Issues for further consideration435 Impact on the Special school and learning in Special for further consideration496 Key messages for the Scottish messages Scottish local authorities51

2 References52 Mainstreaming Pupils with Special Educational NeedsivAPPENDICESA ppendix 1: MethodologyAppendix 2:Figures 1 8 Diagrams relating to cross-authority placements in theformer Strathclyde and Lothian RegionsTable 1: Pupils in local authority Special schools/mainstream schools,by authority (2002)Table 2: Policy and legislation in respect of children and youngpeople with Special Educational needs (SEN)Appendix 3:Table 1: Special school provision, by authorityTable 2: Moving to mainstream, by authorityAppendix 4:Table 1: Key elements of Mainstreaming strategies, by authorityTable 2: Local authority perspectives on inclusion in mainstreamprimary and secondary schoolsAcknowledgementsThis report could not have been written without the help and support of manypeople.

3 We are greatly indebted to all those individuals professionals, parentsand young people who gave so generously of their time and agreed to beinterviewed and to complete questionnaires. We realise that many of theinterviews ranged over difficult territory, and we are especially grateful to thoseparticipants who were prepared to go there with us. We would also like tothank our associates at Capability Scotland, and the project AdvisoryCommittee for their invaluable help and support. Thanks also to Ian Pennicardand Laurence Wareing for their contributions during the data-gathering summaryvIntroductionIn November 2003, the Scottish Executive Education Department (SEED)commissioned the SCRE Centre at the University of Glasgow to evaluate theimpact of Section 15 of the Standards in Scotland s Schools etc Act 2000.

4 Thislegislation came into effect in August 2003, and introduced what is nowcommonly referred to as the presumption of Mainstreaming in relation topupils with Special Educational needs (SEN).One of the changes enshrined in the Education (Additional Support forLearning) (Scotland) Act is the adoption of the term additional support needs ,which is considerably wider in scope than its predecessor. This change innomenclature signals a general recognition amongst policy-makers that allchildren or young people may have additional support needs at some stage intheir school career. In sum, the political consensus is that it is not necessarilyexceptional to experience additional support needs although in some casesthese support needs are evaluation took place between January 2004 and August 2005.

5 The mainaims of the research were to examine the response of education authoritiesthroughout Scotland to Section 15; and to assess its impact on all those involved Pupils , parents and teachers, as well as other professionals and agents whosupport Pupils with research comprised four main strands. Strand 1: comparative statistical analysis of secondary school census data(from 1998-2001)1, and of school-level data; Strand 2: a survey of policy and practice in the 32 education authorities inrespect of Mainstreaming Pupils with SEN; Strand 3: case-study research in 12 locations; Strand 4: survey of Special objectives To monitor any changes in the number and proportion of Pupils with SENwho are educated in mainstream schools or have remained in Special schoolssince the introduction of the presumption of Mainstreaming .

6 To investigate the ways in which the infrastructure of mainstream pre-school, primary and secondary schools, and the nature of their curriculafacilitate or inhibit the Mainstreaming of Pupils with SEN. 1 Statistical data on the number of children and young people with SEN in mainstream primary andsecondary schools in Scotland was collected in a consistent manner between 1998 and 2001. From2002 onwards, the number of Pupils with a Record of needs (RoN) and/or an IndividualisedEducational Programme (IEP) was recorded rather than the number of Pupils designated as havingSEN. See Appendix 1a for further Pupils with Special Educational Needsvi To explore attitudes to the Mainstreaming of Pupils with SEN; and toinvestigate the practical and social implications of the presumption ofmainstreaming.

7 To gauge the impact of Mainstreaming on the personal and socialdevelopment of all Pupils ; and upon their attainment. To explore the changing role of Special schools, and the changing demandson staff in the Special education sector and in mainstream schools. To review the development of training materials for teaching and non-teaching staff in relation to the presumption of Mainstreaming . Thehistorical legacyThe main findings to emerge from the study are summarised historical legacy Local authority reorganisation was perceived to be a significant driver ofchange in respect of SEN provision. The evidence suggests that several councils were moving to mainstream wellin advance of the implementation of Section 15 of the Standards inScotland s Schools etc Act 2000.

8 It appears that local authorities have responded to the policy ofmainstreaming in different ways, depending on their situation prior to andsince local government reorganisation. For example, there is somesuggestion that the type of inter-authority placement patterns that wereevident in the former Strathclyde Region have persisted. Local authority reorganisation led to the suspension of specialist provisionin four local authorities, and to a substantial reduction in number and rangeof specialist facilities available locally in a further and threats The four authorities that no longer had specialist provision within theirboundaries following local government reorganisation perceived this as anopportunity for service development.

9 The responses from a number of authorities (8) indicated the positiveimpact of local PPP projects on the development of mainstreamingstrategies. In five other authorities, particularly those located in large conurbations, thelegacy of local government reorganisation was perceived in a negative light. The main difficulties reported related to accessing specialist provision, andto the funding arrangements for extra-authority summaryviiImpact of the presumption of Mainstreaming There was perceived to be considerable political support at local authoritylevel for the policy of Mainstreaming children and young people with SEN.

10 There is some evidence that the presumption of Mainstreaming has resultedin closer links between mainstream schools and free-standing specialschools. Pupils with moderate learning difficulties, hearing or visual impairment,social, emotional and behavioural difficulties and autistic spectrumdisorders were considered more likely to be educated in a mainstreamsetting than previously. There was a consensus in favour of a mixed economy of provision that is,a commitment to specialist services within an inclusive issues It appears that not all local authorities were conducting an audit of thenumbers and needs of children transferring from specialist to mainstreamprovision.