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Showing all articles using the tag inclusion

UPDATE Enhancing Public Dialogue about Inclusion in School Education: a Citizens’ Panel Pilot

8 October 2023

Enhancing Public Dialogue about Inclusion in School Education: a Citizens’ Panel Pilot (UKRI-RSA Rethinking Public Dialogue Programme) Brahm Norwich and Rob Webster Public dialogue gives members of the public opportunities to learn about and debate important issues in a safe and respectful space. The discussions produce practical recommendations to share with the people that make […]

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Response to Thomas et al (2023) The increasing use of private special schools: A policy gap for inclusive education.

21 September 2023

By Peter Imray This short response paper concentrates specifically on children, young people and adults (CYPA) with complex learning disabilities (CLD), a fairly new ‘category’ of LD marking those who are on the severe end of severe learning disabilities. The ‘label’ itself does not carry any special significance, other than being an indication of the […]

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What is the consequence of more children being sent to private special schools?

25 August 2023

What is the consequence of more children being sent to private special schools? Gary Thomas, University of Birmingham There have been large increases in the number of children sent to non-maintained special schools in recent years. To assess the extent of this trend and its probable consequences, I and my colleagues sent Freedom of Information […]

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Why are the arguments that every student should be taught how to read are utopian and totally unhelpful? The case of learners with severe and profound learning disabilities.

25 April 2023

by Dr. Lila Kossyvaki, University of Birmingham, a.kossyvaki@bham.ac.uk   In January 2022, DfE published The reading framework: Teaching the foundations of literacy in which it was stated that Systematic Synthetic Phonics (SSP) (p. 56): ‘provide children with moderate to severe and complex needs the best opportunity to gain functional literacy’. The document also argues that […]

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UKRI – RSA Public Dialogue project update: Enhancing Public Dialogue About Inclusion in School Education: involving young people with special educational needs

17 December 2022

Enhancing Public Dialogue About Inclusion in School Education: involving young people with special educational needs Organisations: University of Exeter. University of Portsmouth Partners: SEN Policy Research Forum, Sortition Foundation, Involve Background information: This public dialogue project asks how English schools can be made more inclusive for children and young people with special educational needs and disabilities […]

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Enhancing the participation of young people with SEN/D in public dialogue about inclusion in school education: a citizen jury pilot.

20 September 2022

UKRI-RSA Rethinking Public Dialogue pilot projects: Enhancing the participation of young people with SEN/D in public dialogue about inclusion in school education: a citizen jury pilot. This innovative pilot will focus on the inclusive engagement of young people (YP) with SEN/disabilities (SEND) in a Citizen Jury (CJ) process on the topic of a more inclusive […]

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‘Inclusion is not a place you commute to’. Why accountability measures must reflect inclusion’s relative dimension.

28 June 2022

‘Inclusion is not a place you commute to’. Why accountability measures must reflect inclusion’s relative dimension. Rob Webster Reader in Education & Director of the Education Research, Innovation and Consultancy Unit, University of Portsmouth There is a seemingly contradictory model of inclusion that seems prevalent in English mainstream schools. A longitudinal study I led with […]

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