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• W2896317507 abstract "A policy o f inclusion is based on values o f equality, participation and the right o f all pupils toan education appropriate to their needs. However, a values-based policy such as inclusion canprove problematic when values appear to contradict one another and tensions, or dilemmas,arise. P olicy based on equality o f access and participation, and on the provision o f aneducation appropriate to the needs o f the individual, can create difficulties in terms o f itsimplementation. The increase in the number o f pupils with special educational needsenrolling in mainstream schools over the last ten years demonstrates a desire b y parents tohave their children educated in a mainstream environment with their peers. H owever, a trendhas developed in recent years whereby som e pupils with M ild General Learning Disabilities(M GLD) are leaving mainstream primary and post-primary schools and transferring tospecial schools for pupils with MGLD.The aim o f this study is to explore factors which influenced the transfer o f a cohort o f pupilswith M GLD from mainstream schools to special schools for pupils w ith M GLD, from theperspectives o f key stakeholders in the transfer process. These include teachers and principalsin mainstream and special schools, as w ell as pupils with M GLD and parents. The study alsoaims to identify differences in educational provision between both sectors. The role played bythe stakeholders in the transfer process is also examined in order to explore issues related topower in decision-m aking processes with regard to educational provision for pupils withM GLD. A m ultiple case study design was employed, with four special schools for pupils withM GLD participating as cases in this study. A ll participants were interview ed and a theoreticalframework, incorporating macro and micro levels o f analysis, was designed to guideinterpretation o f data.The findings indicate that a number of factors influenced the transfer of pupils frommainstream schools to special schools for pupils with MGLD. These included social,emotional and behavioural difficulties, difficulties accessing the curriculum in mainstreamschools, dissatisfaction with resources and supports in mainstream schools and issues relatingto school structures and organisation. Differences in provision between mainstream andspecial schools for pupils with MGLD were identified in each of these areas. The findingsalso indicate that parents and pupils played a subordinate role in the decision-making processregarding the transfer to special schools.This study is timely in light of recent policy developments in special education.Inconsistencies in policy with regard to educational provision for pupils with MGLD areidentified and the findings illustrate how conflicting policy frameworks create confusion anduncertainty for teachers, pupils and parents." @default.
• W2896317507 created "2018-10-26" @default.
• W2896317507 creator A5034128196 @default.
• W2896317507 date "2012-11-01" @default.
• W2896317507 modified "2023-09-27" @default.
• W2896317507 title "An Exploration of Factors Influencing the Transfer of Pupilswith Mild General Learning Disabilities from MainstreamSchools to Special Schools for Pupils with Mild General LearningDisabilities." @default.
• W2896317507 hasPublicationYear "2012" @default.
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