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Reasons for Exclusion from School. Research Brief No. 244.

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Bibliographic Details
Title: Reasons for Exclusion from School. Research Brief No. 244.
Language: English
Authors: Osler, Audrey, Watling, Rob, Busher, Hugh, Cole, T, White, Andy, Department for Education and Employment, London (England).
Availability: Department for Education and Employment, Publications, P.O. Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ, United Kingdom. Web site: http://www.dfee.gov.uk/research.
Peer Reviewed: N
Page Count: 7
Publication Date: 2001
Document Type: Reports - Research
Descriptors: Administrator Attitudes, Disabilities, Elementary Secondary Education, Expulsion, Foreign Countries, Mainstreaming, Minority Group Children, School Segregation, Special Needs Students, Suspension, Teacher Attitudes
Geographic Terms: United Kingdom
ISBN: 978-1-84185-411-3
Abstract: This study examined the reasons behind exclusion from school, emphasizing the exclusion of students with special needs, ethnic minority children, and children looked after by local authorities. Data collection included interviews with local education authority (LEA) officers; interviews with teachers and administrators; and documents from the schools and LEAs. Overall, teachers appreciated recent Department for Education and Employment guidance but wanted more training and support in handling and minimizing exclusions. Teachers believed high levels of exclusion related to high levels of student mobility in some areas and to difficulties in accessing resources when excluded students were received from elsewhere. The quality of recordkeeping varied considerably between LEAs, influencing their ability to help schools address the needs of ethnic minority students. Interagency project to minimize exclusion were in their early stages. The needs of certain groups were overlooked in policies designed to minimize exclusion. Some principals increasingly used unofficial exclusions. Many principals reported using both fixed period and permanent exclusion in order to access support for special education. Secondary schools with low exclusion rates generally had alternative flexible curriculum arrangements for vulnerable students. Permanent exclusion was considered a failure on the part of inclusive schools. (SM)
Entry Date: 2001
Accession Number: ED454335
Database: ERIC
Description
Abstract:This study examined the reasons behind exclusion from school, emphasizing the exclusion of students with special needs, ethnic minority children, and children looked after by local authorities. Data collection included interviews with local education authority (LEA) officers; interviews with teachers and administrators; and documents from the schools and LEAs. Overall, teachers appreciated recent Department for Education and Employment guidance but wanted more training and support in handling and minimizing exclusions. Teachers believed high levels of exclusion related to high levels of student mobility in some areas and to difficulties in accessing resources when excluded students were received from elsewhere. The quality of recordkeeping varied considerably between LEAs, influencing their ability to help schools address the needs of ethnic minority students. Interagency project to minimize exclusion were in their early stages. The needs of certain groups were overlooked in policies designed to minimize exclusion. Some principals increasingly used unofficial exclusions. Many principals reported using both fixed period and permanent exclusion in order to access support for special education. Secondary schools with low exclusion rates generally had alternative flexible curriculum arrangements for vulnerable students. Permanent exclusion was considered a failure on the part of inclusive schools. (SM)
ISBN:978-1-84185-411-3