Suchergebnisse

Kamena Dorling, head of policy and public affairs at Coram Children's Legal Centre, examines the impact of a landmark ruling on school exclusions for children with special educational needs and disabilities

Kamena Dorling, head of policy and programmes at Coram Children's Legal Centre, explores evidence that the number of children excluded from school may be significantly higher than officially recorded

Chapter 71, section 37H1/2 of the Massachusetts General Laws allows school principals to suspend any student charged with a felony and to expel that student if he or she is convicted or found to be delinquent. Students expelled from one school in Massachusetts have no right to attend any other school in the state. Therefore, expulsion has the potential to bring a student's educational career to an end. This Note argues that chapter 71, section 37H1/2 of the Massachusetts General Laws is unconstitutional under both the Federal and Massachusetts Constitutions because it violates students' right to a "minimally adequate education." Further, this Note argues that the Massachusetts legislature should adopt House Bill 178, "An Act Relative to Students' Access to Educational Services and Exclusion from School," which strikes an appropriate balance between school safety and educational opportunity.

An education select committee report concludes a factor in rising levels of school exclusions is that vulnerable pupils are not getting the support they need. The government is being urged to back inclusive school policies

Based on new, original research, this book highlights the significance of school exclusion as a pivotal process that has long-term negative effects not just on the individuals themselves but also for society as a whole. Drawing on individual accounts, the author demonstrates how aspects of the care system contribute to looked-after children being out of school. Her book explores the reasons for the difficulties they experience, and argues that they need to be differently conceptualised. By drawing on both the personal accounts of the young people and on evidence gained by interviewing teachers

This is a synthesis of research that deals with the processes of school exclusion. It focuses specifically on understanding absenteeism and dropping out of school. It approaches this topic by exactly defining the terms absenteeism and school drop out, and describing their characteristics and causes. It establishes some key questions for understanding the role of the schools in this matter: organization, functioning, climate, structures, dynamics, politics and procedures, curriculum, etc. Finally, it proposes a series of aspects that should be taken into account when a school tries to mitigate absenteeism and drop out.

The author, formerly a head teacher in Sheffield and adviser to the education authority, exposes the fact that around a quarter of all recently arrived Slovak Roma children are now excluded from Sheffield schools. He places this form of blatant discrimination in the context of former racist institutional responses such as the labelling of West Indian children as educationally sub-normal and their forced withdrawal from mainstream education in the 1960s and 1970s. Only the solidarity shown by the Yemeni community to the Roma children, victims of xeno-racism and bullying, provides hope.