Elisabet Weedon
Biographic Data
| ID | 761168 |
|---|---|
| NAME | Elisabet Weedon |
| GIVEN NAMES | Elisabet |
| FAMILY NAME | Weedon |
| SIGNATURE | WEEDON E |
| AFFILIATIONS | University of Edinburgh |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 4 |
The use of the Scottish Index of Multiple Deprivation as an indicator to evaluate the impact of policy on widening access to higher education
Policy on widening access to higher education in Scotland is defined mainly in terms of students who live in deprived areas as defined by the Scottish Index of Multiple Deprivation. Although area measures can be informative, and are convenient because they require only a postcode to classify any person into a deprivation category, they are crude. We use data from the Higher Education Statistics Agency, the Growing Up in Scotland Survey and the Sc…
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…
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…
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…
Plugging a gap? Soft skills courses and learning for work
Governments across Europe have been encouraged by the European Union (EU) to take measures to upskill their workforce to ensure growth and social inclusion. Low-skilled workers are particular targets and learning providers and employers are expected to provide learning opportunities for them. However, research shows that those with low skills often lack confidence and require support to engage in learning. This paper examines an European Structur…
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…
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…
Can restorative practices in schools make a difference?
Schools in the UK looking for solutions to concerns about indiscipline have been enthused by the basic premise of restorative practice; the need to restore good relationships when there has been conflict or harm; and develop a school ethos, policies and procedures that reduce the possibilities of such conflict and harm arising. In 2004 the Scottish Executive funded a national pilot project on restorative practice and commissioned a team at Glasgo…
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
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…
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…
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…
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…
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…
The use of the Scottish Index of Multiple Deprivation as an indicator to evaluate the impact of policy on widening access to higher education
Policy on widening access to higher education in Scotland is defined mainly in terms of students who live in deprived areas as defined by the Scottish Index of Multiple Deprivation. Although area measures can be informative, and are convenient because they require only a postcode to classify any person into a deprivation category, they are crude. We use data from the Higher Education Statistics Agency, the Growing Up in Scotland Survey and the Sc…
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…
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…
Plugging a gap? Soft skills courses and learning for work
Governments across Europe have been encouraged by the European Union (EU) to take measures to upskill their workforce to ensure growth and social inclusion. Low-skilled workers are particular targets and learning providers and employers are expected to provide learning opportunities for them. However, research shows that those with low skills often lack confidence and require support to engage in learning. This paper examines an European Structur…
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…
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…
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…
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’
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
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…
Can restorative practices in schools make a difference?
Schools in the UK looking for solutions to concerns about indiscipline have been enthused by the basic premise of restorative practice; the need to restore good relationships when there has been conflict or harm; and develop a school ethos, policies and procedures that reduce the possibilities of such conflict and harm arising. In 2004 the Scottish Executive funded a national pilot project on restorative practice and commissioned a team at Glasgo…
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
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…
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…
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’
Plugging a gap? Soft skills courses and learning for work
Governments across Europe have been encouraged by the European Union (EU) to take measures to upskill their workforce to ensure growth and social inclusion. Low-skilled workers are particular targets and learning providers and employers are expected to provide learning opportunities for them. However, research shows that those with low skills often lack confidence and require support to engage in learning. This paper examines an European Structur…
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…
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…
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…
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…
The use of the Scottish Index of Multiple Deprivation as an indicator to evaluate the impact of policy on widening access to higher education
Policy on widening access to higher education in Scotland is defined mainly in terms of students who live in deprived areas as defined by the Scottish Index of Multiple Deprivation. Although area measures can be informative, and are convenient because they require only a postcode to classify any person into a deprivation category, they are crude. We use data from the Higher Education Statistics Agency, the Growing Up in Scotland Survey and the Sc…
Political science (17 works) · Sociology (17 works) · Law (12 works) · Psychology (10 works) · Economics (9 works) · Law (8 works) · Economic growth (7 works) · Pedagogy (7 works) · Education Discipline and Inequality (6 works) · Public relations (6 works)