Abstract
Language | English |
---|---|
Pages | 77-91 |
Number of pages | 15 |
Journal | Emotional and Behavioural Difficulties |
Volume | 8 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2003 |
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Keywords
- school exclusion
- exclusion
- school curriculum
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Joined-up approaches to prevent school exclusion. / Lloyd, G.; Stead, J.; Kendrick, A.
In: Emotional and Behavioural Difficulties, Vol. 8, No. 1, 2003, p. 77-91.Research output: Contribution to journal › Article
TY - JOUR
T1 - Joined-up approaches to prevent school exclusion
AU - Lloyd, G.
AU - Stead, J.
AU - Kendrick, A.
PY - 2003
Y1 - 2003
N2 - This article explores findings from a recent research project, funded by the Joseph Rowntree Foundation, and contextualizes these in a discussion of some current thinking about inclusion and exclusion. Although the research found that it was possible to prevent disciplinary exclusion from school and that inter-agency working was central to this, nevertheless strategies for preventing disciplinary exclusion often meant that young people were no longer very fully included in the mainstream school curriculum. This has implications for how we think about and use the idea of inclusion in practice and raises questions about how we can include the most challenging young people into inclusion theory and practice. This research was carried out in Scotland, and the article also discusses some key differences in policy and practice from England.
AB - This article explores findings from a recent research project, funded by the Joseph Rowntree Foundation, and contextualizes these in a discussion of some current thinking about inclusion and exclusion. Although the research found that it was possible to prevent disciplinary exclusion from school and that inter-agency working was central to this, nevertheless strategies for preventing disciplinary exclusion often meant that young people were no longer very fully included in the mainstream school curriculum. This has implications for how we think about and use the idea of inclusion in practice and raises questions about how we can include the most challenging young people into inclusion theory and practice. This research was carried out in Scotland, and the article also discusses some key differences in policy and practice from England.
KW - school exclusion
KW - exclusion
KW - school curriculum
U2 - 10.1177/13632752030081007
DO - 10.1177/13632752030081007
M3 - Article
VL - 8
SP - 77
EP - 91
JO - Emotional and Behavioural Difficulties
T2 - Emotional and Behavioural Difficulties
JF - Emotional and Behavioural Difficulties
SN - 1363-2752
IS - 1
ER -