Sheila Riddell
Biographic Data
| ID | 761167 |
|---|---|
| NAME | Sheila Riddell |
| GIVEN NAMES | Sheila |
| FAMILY NAME | Riddell |
| SIGNATURE | RIDDELL S |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0002-9584-8885 |
| VERIFIED | Yes |
| TOTAL WORKS | 64 |
| TOTAL CITATIONS | 165 |
| AUTHOR COUNT | 64 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 6 |
Ensuring rights matter: England’s and Scotland’s frameworks for implementing the rights of children and young people with special educational needs and disabilities
In recent years, both international law (notably the UN Convention on the Rights of the Child (UNCRC) and the UN Convention on the Rights of Persons with Disabilities) and domestic legislation have led to a new emphasis on children’s rights in the field of special educational needs and disabilities (SEND) in England and additional support needs (ASN) in Scotland. Scotland has moved ahead of England in extending these rights, but research has poin…
Autonomy, education and the rights of children with special and additional support needs and disabilities in England and Scotland: A new paradigm
Legislation enacted in 2014 in England and 2016 in Scotland attempts to boost the rights of children and young people with special and additional support needs in the context of education, particularly with regard to opportunities for their participation in decision-making and local planning, with governments in both nations claiming that the new measures place the UK at the forefront internationally on this issue. There are, however, key differe…
Transforming children’s rights? Dilemmas, challenges and implementation
The UN Convention on the Rights of the Child (UNCRC) has now been in place for over thirty years and is widely ratified. However, as the UNCRC is operationalised, a number of practical, conceptual and ethical issues have emerged . For example, questions arise concerning children’s capacity and competence to make autonomous decisions, their involvement in dispute resolution and the relationship between the rights of children and those of their par…
Employability pathways for young adults: Lived experiences of learners and practitioners in Youth Guarantee programmes
Until today, thousands of young adults still dropout of school with no or low qualifications and experience difficulties in entering the labour market. The European Commission offers funding and opportunities for young adults to enter employability enhancing training, often organised under its flagship initiative ‘The Youth Guarantee’. The aim of these programmes is to make young adults a work, training or educational offer within four months of …
Realising the educational rights of children with special and additional support needs: Paradigm change or more of the same
Article 12 of the UN Convention on the Rights of the Child (CRC) reinforces the right of every child to express their view on all matters of concern to him or her and for due weight to be given to
The biggest extension of rights in Europe? Needs, rights and children with additional support needs in Scotland
The Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish legislation enacted in 2016 and implemented in 2018 attempted to increase children’s rights, broadly placing t…
Special education and globalisation: Continuities and contrasts across the developed and developing world
Over the past 30 years, inclusive education has become the dominant discourse in the field of special educational needs (SEN) across the developed and developing world, reflected in the Salamanca Statement and Framework for Action on Special Educational Needs (UNESCO, 1994), the Dakar Framework for Action: Education for All (UNESCO, 2000) and the 2006 UN Convention on the Rights of Persons with Disabilities. The Convention includes a commitment t…
Additional support needs policy in Scotland: Challenging or Reinforcing Social Inequality
This paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category, particularly in relation to non-normative sub-categories such as social, emotional and behavioural diffi…
Exclusion from school and recognition of difference
There has been an overall decrease in exclusion rates and numbers in recent years across the UK. This change has often been heralded as evidence that national inclusion policies are ‘working’ and that schools themselves are becoming increasingly inclusive. This article examines findings from a recent study on school exclusion in Wales, noting that exclusion is falling here in line with UK wide trends. However, exclusion rates of children with spe…
Higher Education and the Referendum on Scottish Independence
During the course of the referendum campaign, the Scottish government argued that free tuition for Scottish and EU students symbolised Scotland's preference for universal services and was intrinsically fairer than the ‘marketised’ systems operating in the rest of the UK . Invoking principles of both social justice and pragmatism, three distinct critiques of the Scottish government's higher education policy were mounted and adopted by different po…
Disability, Culture and Identity
Educational outcomes of young people in Scotland who are deaf or hard of hearing: Intersections of deafness and social class
This article focuses on the intersection between deafness and social class in the context of the unstable economic circumstances in Scotland following the 2007 recession. More specifically, this research investigated the following in the case of young people who are deaf or hard-of-hearing (DHH): (1) the interaction between educational attainment and post-school outcomes, and social class; (2) post-school educational experiences in relation to so…
After exclusion what
This special issue grew out of a symposium held at the University of Gothenburg in March 2013 and builds on a collaboration between the Schools of Education at the University of Edinburgh and the U
Children's rights, school exclusion and alternative educational provision
This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to free school meals (free school meal entitlement is often used as a proxy indicator for poverty in the UK…
Lifelong learning and higher education in Europe 1995–2011: Widening and/or narrowing access
This introductory paper sets out the central themes and main argument of papers within this special issue, which focuses on the contribution of higher education to the European Union’s agenda on lifelong learning. The focus on lifelong learning in Europe coincided with the resurgence of capitalism in post-socialist European states in eastern and central Europe and the rapid enlargement of the EU in the mid-1990s. This period of European expansion…
European higher education, the inclusion of students from under-represented groups and the Bologna Process
The central questions addressed in this paper are the following: (1) In the context of the (European Union) EU’s goal of severing the link between social class background and higher education participation, what progress has been made in widening access over the past two decades? (2) Has the Open Method of Coordination (OMC) helped EU countries to harmonize their policy and practice in relation to widening access to higher education? (3) What pat…
Equality and Human Rights in Britain: Principles and Challenges
In the UK and many other European countries, there continue to be concerns about a range of social issues including the position of immigrants, the educational attainment of marginalised groups and the persistence of the gender pay gap. Increasingly, governments and NGOs assert that the promotion of equality and human rights policies are central to addressing these issues, with a view to creating societies which are both more equitable and more e…
Managing Disability Equality in Scotland: Tensions between Social Audit and Disability Equality
This paper focuses on the implications of adopting social audit approaches in order to implement equality policies in Scotland, exploring the tension between surface compliance and deep institutional engagement. Drawing on data from an evaluation of pubic sector bodies’ disability equality schemes, the paper provides examples of different levels of engagement, ranging from surface compliance (some education authorities) to institutional permeatio…
Introduction: Equality and Human Rights in Britain
The first ten years of the twenty-first century has seen the British Government introduce radical change to its equality policy. These changes have included the creation of a single equalities body, the Equality and Human Rights Commission (EHRC); the expansion of the equality terrain to include age, sexuality and sexual orientation and faith and belief in addition to gender, race and disability as protected grounds; the decision to coalesce huma…
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Theorising equality in education: What can be learnt from the field of additional support needs
L’article porte sur les conséquences de la Loi écossaise sur l’Éducation (2004), favorisant l’accompagnement éducatif des élèves en difficultés d’apprentissage, y compris en raison de leur milieu défavorisé. L’objectif est redistributif mais la loi n’est pas appliquée. Alors que les enfants ayant des besoins d’accompagnement supplémentaires ont plus de chances d’habiter dans des quartiers défavorisés, ils sont plus identifiés comme atteints de tr…
Parental experiences of dealing with disputes in Additional Support Needs in Scotland: Why are parents not engaging with mediation
Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Educat…
Teachers are Afraid we are Stealing their Strength’: A Risk Society and Restorative Approaches in School
This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a ‘risk society’
Additional support needs reforms and social justice in Scotland
New additional support‐needs legislation in Scotland sought to recognise the way in which poverty, as well as individual impairment, contribute to the creation of children's difficulties in learning. As well as identifying a wider range of needs, the legislation sought to provide parents, irrespective of social background, with more powerful means of challenging local authority decisions on resource allocation, with the aim of delivering a fairer…
Dispute resolution in additional and special educational needs: Local authority perspectives
The UK Government is keen to encourage the use of mediation, rather than court or tribunal, as the best means of resolving disputes between citizen and state on the grounds that legal proceedings are costly, lengthy and stressful. The policy of proportionate dispute resolution appears to be particularly applicable to the field of special educational needs (SEN), where both mediation and tribunal are available as dispute resolution mechanisms. How…
The Development of Direct Payments in the UK: Implications for Social Justice
Direct payments have been heralded by the disability movement as an important means to achieving independent living and hence greater social justice for disabled people through enhanced recognition as well as financial redistribution. Drawing on data from the ESRC funded project Disabled People and Direct Payments: A UK Comparative Perspective, this paper presents an analysis of policy and official statistics on use of direct payments across the …
Seeing the Invisible Children and Young People Affected by Disability
This paper presents a brief review of literature relating to children in families with a disabled member, including the 'young carers' and disability studies literature, and relevant works from the social psychology and sociology of childhood. Key themes identified in the literature are then illustrated by findings from two exploratory research studies that sought to explore the experiences and service needs of children in families with a disable…
Children's rights, school exclusion and alternative educational provision
This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to free school meals (free school meal entitlement is often used as a proxy indicator for poverty in the UK…
Cultures of welfare at the front line: Implementing direct payments for disabled people in the UK
Direct payments are central to UK independent living and welfare modernisation agendas, however, little is known about the local cultures of welfare within which they are implemented. This article uses eight case studies of devolved governance within local authorities and trusts to explore the dynamics of implementation cultures at the front line. While national and local policies are clearly important, so too are political cultures, commissionin…
Pupils, Resistance and Gender Codes: A study of classroom encounters
This paper uses classroom observation in two rural comprehensive schools to examine the issue of why girls appear to contribute to their limited life chances by opting into feminine areas of the curriculum. It is argued that both teachers’ coping strategies and pupils’ opposition to education contribute to the reinforcement of traditional gender codes by drawing on exaggerated notions of masculinity and femininity. The concept of resistance is ex…
What counts as a reasonable adjustment? Dyslexic students and the concept of fair assessment
This article focuses on the construction of dyslexia in higher education and explores the nature of negotiations between students, lecturers and academic institutions over diagnosis, support and assessment. Disabled students are now entitled, under the terms of the Disability Discrimination Act (DDA), to reasonable adjustments in assessment. However, there continue to be debates about the nature of dyslexia and the extent to which requests for re…
Chipping away at the mountain: Disabled students' experience of higher education
Within the context of marketisation and managerialism, this article discusses the effects of recent attempts to dismantle the barriers encountered by disabled students in higher education. Exploring statistics compiled by the Scottish Higher Education Funding Council and drawing on recent Scottish small-scale studies (Baron et al, 1996; Brown et al, 1997; Hall & Tinklin, 1998), it is suggested that although disabled students now have a greater pr…
Exclusion from school and recognition of difference
There has been an overall decrease in exclusion rates and numbers in recent years across the UK. This change has often been heralded as evidence that national inclusion policies are ‘working’ and that schools themselves are becoming increasingly inclusive. This article examines findings from a recent study on school exclusion in Wales, noting that exclusion is falling here in line with UK wide trends. However, exclusion rates of children with spe…
Procedural justice and special educational needs assessments in England and Scotland
(2003). Procedural justice and special educational needs assessments in England and Scotland. International Journal of Inclusive Education: Vol. 7, No. 3, pp. 201-222
The Significance of the Learning Society for Women and Men with Learning Difficulties
This article draws on work undertaken as part of the Economic and Social Research Council's Learning Society Programme. The project from which data are drawn, entitled 'The Meaning of the Learning Society for Adults with Learning Difficulties', focused on lifelong learning opportunities available to people with learning difficulties and experiences of these services. The article begins by examining theories of late modernity, their use by feminis…
Parental Power and Special Educational Needs: The case of specific learning difficulties
Research on parents of children with special educational needs has revealed their lack of power and the difficulty of establishing genuine partnership with professionals. This paper focuses on a predominantly middle‐class group, parents of children with specific learning difficulties. In the light of the Government's recent emphasis on parental rights, the paper explores what educational provision these parents want for their children, the strate…
Lifelong learning and higher education in Europe 1995–2011: Widening and/or narrowing access
This introductory paper sets out the central themes and main argument of papers within this special issue, which focuses on the contribution of higher education to the European Union’s agenda on lifelong learning. The focus on lifelong learning in Europe coincided with the resurgence of capitalism in post-socialist European states in eastern and central Europe and the rapid enlargement of the EU in the mid-1990s. This period of European expansion…
A flexible gateway to employment? Disabled people and the Employment Service’s Work Preparation Programme in Scotland
English Over the last two decades, employment policy for disabled people has been dominated by supply-side measures. This article begins with a brief discussion of the historical background to employment policy for disabled people, focusing in particular on job rehabilitation/Work Preparation policies and programmes. The nature and outcomes of the Employment Service’s Work Preparation Programme in Scotland are discussed, drawing on DfEE-funded re…
The concept of the learning society for adults with learning difficulties: Human and social capital perspectives
In this paper, it is argued that adults with learning difficulties represent a significant marginalized group within society whose experiences may shed light on a range of political and social values affecting those in the mainstream, as well as on the periphery. We begin by considering some possible meanings of the learning society and some features of the social and economic context which have promoted interest in the concept. An economistic re…
After exclusion what
This special issue grew out of a symposium held at the University of Gothenburg in March 2013 and builds on a collaboration between the Schools of Education at the University of Edinburgh and the U
Equity and lifelong learning: Lessons from workplace learning in Scottish SMEs
Workplace learning is identified by UK and Scottish governments as an important means of achieving social mobility, and therefore producing a more equal society. However, there appears to be a patchwork of provision and funding arrangements, making it difficult for employers and employees to identify suitable routes. Analysis of large scale survey data at European and Scottish levels shows that existing inequalities are further entrenched by diff…
Parents, professionals and special educational needs policy frameworks in England and Scotland
English The research reported in this article investigates the extent to which parents of children with special educational needs (SEN) were involved in the process of assessment and recording (Scotland) or statementing (England) as active citizens, or whether they continued to occupy the passive role of service client. This article analyses competing SEN policy frameworks in England and Scotland, and explores the position of parents and professi…
Models of disability: The relationship between theory and practice in non-statutory organizations
Drawing on a study exploring the meaning of the ‘learning society’ for adults with learning difficulties, this article examines the relationship between theory and practice in a number of voluntary and user organizations active in the learning disability field. It begins by outlining the ethos of normalization and the social model of disability. Nine out of 10 organizations taking part in the study explicitly or implicitly identified the social m…
The Secret of Eternal Youth: Identity, risk and learning difficulties
Post-war theories of 'youth' as a transitional phase of life are reviewed in terms of their common assumption about the formation of a stable adult identity. The post-modern challenge to the assumption of a stable self is outlined together with attempts by theorists of late modernity to hold structure and agency in creative tension. People with learning difficulties, it is argued, represent an abnormal transition in a Learning Society, thus enabl…
Training from cradle to grave? Social justice and training for people with learning difficulties
In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and …
Autonomy, education and the rights of children with special and additional support needs and disabilities in England and Scotland: A new paradigm
Legislation enacted in 2014 in England and 2016 in Scotland attempts to boost the rights of children and young people with special and additional support needs in the context of education, particularly with regard to opportunities for their participation in decision-making and local planning, with governments in both nations claiming that the new measures place the UK at the forefront internationally on this issue. There are, however, key differe…
Transforming children’s rights? Dilemmas, challenges and implementation
The UN Convention on the Rights of the Child (UNCRC) has now been in place for over thirty years and is widely ratified. However, as the UNCRC is operationalised, a number of practical, conceptual and ethical issues have emerged . For example, questions arise concerning children’s capacity and competence to make autonomous decisions, their involvement in dispute resolution and the relationship between the rights of children and those of their par…
Additional support needs policy in Scotland: Challenging or Reinforcing Social Inequality
This paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category, particularly in relation to non-normative sub-categories such as social, emotional and behavioural diffi…
Higher Education and the Referendum on Scottish Independence
During the course of the referendum campaign, the Scottish government argued that free tuition for Scottish and EU students symbolised Scotland's preference for universal services and was intrinsically fairer than the ‘marketised’ systems operating in the rest of the UK . Invoking principles of both social justice and pragmatism, three distinct critiques of the Scottish government's higher education policy were mounted and adopted by different po…
Equality and Human Rights in Britain: Principles and Challenges
In the UK and many other European countries, there continue to be concerns about a range of social issues including the position of immigrants, the educational attainment of marginalised groups and the persistence of the gender pay gap. Increasingly, governments and NGOs assert that the promotion of equality and human rights policies are central to addressing these issues, with a view to creating societies which are both more equitable and more e…
Pupils, Resistance and Gender Codes: A study of classroom encounters
This paper uses classroom observation in two rural comprehensive schools to examine the issue of why girls appear to contribute to their limited life chances by opting into feminine areas of the curriculum. It is argued that both teachers’ coping strategies and pupils’ opposition to education contribute to the reinforcement of traditional gender codes by drawing on exaggerated notions of masculinity and femininity. The concept of resistance is ex…
Inter‐professional collaboration and the implementation of the Education (Scotland) Act, 1981
This paper draws upon quantitative and qualitative data from a four‐year study conducted in Scotland to examine the impact of the special educational needs sections of the Education (Scotland) Act, 1981. The particular focus of the paper is the examination of inter‐professional collaboration in the process of drafting a Record of Needs. The origins of the special educational needs legislation are considered and changes are set in the context of r…
The Value of Inservice Degrees: Teachers' long‐term perceptions of their impact
Teachers' long‐term perceptions of the impact of two inservice degree courses were surveyed by distributing a questionnaire to those who had graduated between 2 and 11 years previously. The majority of responses indicated that the degree courses had been perceived to have had a significant effect on the thinking, confidence and promotion prospects of the teachers who had participated in them. The value of degree courses of a theoretical rather th…
Planned activity time: A Scottish experiment in making school and personal professional development a compulsory part of a teacher's contract of employment
This study was designed to throw light on the operation of ‘planned activity time’ (PAT) for teachers in Scottish schools. Five schools were selected for the investigation, two secondary and three primary, all in central Scotland, and 40 teachers were interviewed. Despite its origins in contractual compulsion, PAT has been surprisingly successful. In primary schools, whole‐school activities associated with PAT, comprising 30 out of the required 5…
The Politics of Disability: Post‐school experience
Education and the Struggle for Empowerment of Young People with Special Educational Needs
This paper discusses the way in which the concept of empowerment through education has been understood in the post‐war period, as faith in the potential of education to improve the position of socially marginalised groups gave way to a more pessimistic view, accompanied by individualist notions of empowerment through consumer choice. Within the mainstream literature there has been much discussion of the tension between the social control and eman…
Parental Power and Special Educational Needs: The case of specific learning difficulties
Research on parents of children with special educational needs has revealed their lack of power and the difficulty of establishing genuine partnership with professionals. This paper focuses on a predominantly middle‐class group, parents of children with specific learning difficulties. In the light of the Government's recent emphasis on parental rights, the paper explores what educational provision these parents want for their children, the strate…
The concept of the learning society for adults with learning difficulties: Human and social capital perspectives
In this paper, it is argued that adults with learning difficulties represent a significant marginalized group within society whose experiences may shed light on a range of political and social values affecting those in the mainstream, as well as on the periphery. We begin by considering some possible meanings of the learning society and some features of the social and economic context which have promoted interest in the concept. An economistic re…
Boys and underachievement: The Scottish dimension
This paper, based on a project funded by the Equal Opportunities Commission and undertaken at the University of Stirling between 1994 and 1995 (Turner et al. 1995), investigates the impact of the Conservative government's educational reform programme on gender equality policy and practice in education authorities and schools. Gender equality policies arose out of a social justice agenda whereas educational reforms were market‐driven. In Scotland …
Chipping away at the mountain: Disabled students' experience of higher education
Within the context of marketisation and managerialism, this article discusses the effects of recent attempts to dismantle the barriers encountered by disabled students in higher education. Exploring statistics compiled by the Scottish Higher Education Funding Council and drawing on recent Scottish small-scale studies (Baron et al, 1996; Brown et al, 1997; Hall & Tinklin, 1998), it is suggested that although disabled students now have a greater pr…
Training from cradle to grave? Social justice and training for people with learning difficulties
In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and …
Social capital and people with learning difficulties
Models of disability: The relationship between theory and practice in non-statutory organizations
Drawing on a study exploring the meaning of the ‘learning society’ for adults with learning difficulties, this article examines the relationship between theory and practice in a number of voluntary and user organizations active in the learning disability field. It begins by outlining the ethos of normalization and the social model of disability. Nine out of 10 organizations taking part in the study explicitly or implicitly identified the social m…
The Secret of Eternal Youth: Identity, risk and learning difficulties
Post-war theories of 'youth' as a transitional phase of life are reviewed in terms of their common assumption about the formation of a stable adult identity. The post-modern challenge to the assumption of a stable self is outlined together with attempts by theorists of late modernity to hold structure and agency in creative tension. People with learning difficulties, it is argued, represent an abnormal transition in a Learning Society, thus enabl…
Captured Customers: People with learning difficulties in the social market
This article explores the experiences of education, training and employment services for people with learning difficulties, examining the operation of the social market across these different spheres. It begins by discussing some broad features of the market within the public policy arena and the particular models adopted in post‐school education, training and community care. Subsequently, drawing on the research project The Meaning of the Learni…
Special educational needs and competing policy frameworks in England and Scotland
This paper explores a range of policy frameworks in play in the field of special educational needs and their relationship with procedural fairness and substantive justice. Drawing on analysis of post-1993 English and Scottish policy documents, dominant motifs in special educational needs policy are identified. It is argued that in both England and Scotland, there is a shift away from a policy framework based on professional control. Legal and bur…
Welfare for those who can? The impact of the quasi-market on the lives of people with learning difficulties
This article, drawing on the research findings from the ESRC-funded project ‘The Meaning of the Learning Society for Adults with Learning Difficulties’ explores how the introduction of the 1990 NHS and Community Care Act, with its emphasis on the establishment of a ‘mixed economy’ in social care, has affected the lives of people with learning difficulties living in a rural area of Scotland. The impact of the quasi-market, in particular the purcha…
Seeing the Invisible Children and Young People Affected by Disability
This paper presents a brief review of literature relating to children in families with a disabled member, including the 'young carers' and disability studies literature, and relevant works from the social psychology and sociology of childhood. Key themes identified in the literature are then illustrated by findings from two exploratory research studies that sought to explore the experiences and service needs of children in families with a disable…
The Significance of the Learning Society for Women and Men with Learning Difficulties
This article draws on work undertaken as part of the Economic and Social Research Council's Learning Society Programme. The project from which data are drawn, entitled 'The Meaning of the Learning Society for Adults with Learning Difficulties', focused on lifelong learning opportunities available to people with learning difficulties and experiences of these services. The article begins by examining theories of late modernity, their use by feminis…
A flexible gateway to employment? Disabled people and the Employment Service’s Work Preparation Programme in Scotland
English Over the last two decades, employment policy for disabled people has been dominated by supply-side measures. This article begins with a brief discussion of the historical background to employment policy for disabled people, focusing in particular on job rehabilitation/Work Preparation policies and programmes. The nature and outcomes of the Employment Service’s Work Preparation Programme in Scotland are discussed, drawing on DfEE-funded re…
Parents, professionals and special educational needs policy frameworks in England and Scotland
English The research reported in this article investigates the extent to which parents of children with special educational needs (SEN) were involved in the process of assessment and recording (Scotland) or statementing (England) as active citizens, or whether they continued to occupy the passive role of service client. This article analyses competing SEN policy frameworks in England and Scotland, and explores the position of parents and professi…
Education, Social Justice and Inter-Agency Working: Joined Up or Fractured Policy
Gender equality has been a major educational theme for the past two decades and has become interwoven with other policy themes, including those of marketisation and managerialism. Contributors to this strong collection are key researchers in their fields and seek to address the following questions: * What patterns are discernible in the educational attainment of girls and boys over the past two decades? * To what extent are changes attributable t…
Procedural justice and special educational needs assessments in England and Scotland
(2003). Procedural justice and special educational needs assessments in England and Scotland. International Journal of Inclusive Education: Vol. 7, No. 3, pp. 201-222
Policy and provision for disabled students in higher education in Scotland and England: The Current State of Play
Higher education in the UK has been through a period of major change since the mid‐1980s. A massive expansion in the number of students has been coupled with a reduction in the unit of resource, increased inter‐institutional competition and greater accountability. Within this demanding context, pressure has also been applied to institutions to improve accessibility for disabled people, through funding council mechanisms, quality assurance procedu…
The understanding and experiences of children affected by parental mental health problems: A qualitative study
Children of parents with mental health problems (MHPs) have been reported to be ‘at risk’ of diagnosable psychopathology, as well as impairment in cognitive, emotional, social and school functioning. How children understand MHPs has been found to influence how they cope with their family situation. This study explores the understanding and experiences of children affected by parental MHPs (affected children). Comparisons are drawn with the perspe…
Sociology (54 works) · Political science (53 works) · Law (40 works) · Psychology (34 works) · Law (32 works) · Pedagogy (26 works) · Public relations (21 works) · Disability Rights and Representation (17 works) · Economics (16 works) · Politics (16 works)