LESS BETTER THAN THE REST - PERCEPTIONS OF INTEGRATION IN A MULTIETHNIC SPECIAL NEEDS UNIT
UNSPECIFIED (1995) LESS BETTER THAN THE REST - PERCEPTIONS OF INTEGRATION IN A MULTIETHNIC SPECIAL NEEDS UNIT. EDUCATIONAL REVIEW, 47 (3). pp. 263-274. ISSN 0013-1911Full text not available from this repository.
As a result of provisions under the Education Act 1993 (see Circular no. 4, December 1993), LEAs are to be required to assess and establish the status and funding of their special unit provision. A spectrum of unit provision already exists, sewing a range of purposes and being funded and constituted in a number of ways. The focus of this article is on those units currently described as 'free standing'. These units are located on mainstream sites, possibly sharing school buildings, but operate autonomously. This article analyses the experiences of pupils in a 'free standing' unit who were statemented under the 1981 (now 1993) Act owing predominantly to emotional and behavioural difficulties. The unit was located in a comprehensive school to promote educational and social integration between pupils in the mainstream and the unit. Analyses of observational and pupil interview data revealed that integrative policies became subverted by a complex process of labelling and stereotypification of Pupils allocated unit placements. Paradoxically, the unit, rather than promoting integration, foster-ed the marginalisation of its pupils. Aspects of the model used in this case study may prove helpful to practitioners and policy makers who wish to consider the developing roles of their units in the light of proposed legislation. In engaging with the debate about effectiveness of ir?integration it will be argued that the children themselves need to play an active role in the evaluation process.
|Item Type:||Journal Article|
|Journal or Publication Title:||EDUCATIONAL REVIEW|
|Publisher:||CARFAX PUBL CO|
|Number of Pages:||12|
|Page Range:||pp. 263-274|
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