Policy-to-practice context for inclusive education in England, with specific reference to moderate learning difficulties (MLD)
Madigan, Susan Louise (2011) Policy-to-practice context for inclusive education in England, with specific reference to moderate learning difficulties (MLD). PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b2533310~S1
The research aim was to investigate the current policy-to-practice context for
inclusive education in England for children with Moderate Learning
Difficulties (MLD). A case study of one London Borough focused on
mainstream and special education provision.
Research questions required an examination of the policy-to-practice context
of MLD and Bowe, Ball and Gold (1992) policy trajectory model was utilised
to structure the research design and frame the data gathering. This
facilitated an examination of contexts of policy influence, policy text
production and practice, where text is reinterpreted. Successive stages of
data gathering informed those that followed, from scrutiny of Hansard to
access policy influences, through analysis of changing SEN legislation, to
interviews with stakeholders and observations of target children with MLD.
Hansard texts revealed lack of clarity in SEN definitions, the statementing
process, parental choice and funding that led to inconsistencies in
interpretation of policy and inequalities in inclusive practice at local level.
Analysis suggested that efforts to create clarity and direction in local policy
were thwarted by continuing difficulties to define MLD and inclusive
education. Interviews indicated that educational provision for MLD children
was adversely affected as this inhibited identification, consistent and
effective interventions and thereby created possible inequities in funding
allocation. Whilst robust funding formulae were in place, lack of clear group
definition introduced a level of interpretation into the process, rendering
equity in funding less likely. Interviews and observation indicated tensions
and dilemmas were evident for practitioners in balancing the needs of all
pupils, allocating resources and meeting individual needs. The experience of
individual pupils were affected by deployment of staff, individualisation of the
curriculum and social inclusion with peers, in both mainstream and special
Challenges facing all those involved in taking national policy, interpreting it
and enacting it locally are identified and implications considered.
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||L Education > LC Special aspects of education|
|Library of Congress Subject Headings (LCSH):||Inclusive education -- England, Learning disabled children -- England|
|Official Date:||January 2011|
|Institution:||University of Warwick|
|Theses Department:||Institute of Education|
|Extent:||xv, 442 leaves : ill., maps|
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