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Abstract Until April 1987 mentally handicapped children were legally excluded from education in Northern Ireland. Provision was made instead in special care schools administered by social services authorities. This contrasts with the position in the rest of the UK where all children have been educated in schools administered by education authorities since the early 1970s. A survey was conducted to investigate aspects of provision in special care schools. Comparative samples of special schools for children with mental handicap in England, and special schools for other categories of children with special needs in Northern Ireland were also surveyed. Results show that the special care school pupils were disadvantaged often seriously, compared with the other samples. Staffing ratios were inferior in most respects of provision. Other resources were often criticized by head teachers as inadequate. The special care school transport system was also shown to be seriously deficient, causing the length of the school day to be reduced for a very large proportion of pupils. The inadequacies identified impinged particularly on severely and profoundly handicapped pupils, despite earlier Government arguments that the interests of this group could be damaged in a transfer to education. Nearly one fifth of the special care school population were aged 19 and over, and nearly one third of the profoundly handicapped pupils were 19 or over. In many cases adults and children shared the same facilities. These results are compared and contrasted with Government documents which claimed parity of provision in special care schools and special schools in England, and which adopted a stated policy of normalization in the development of services for the mentally handicapped. 相似文献
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Elizabeth Fernandez 《牛津教育评论》2019,45(4):481-501
ABSTRACTInternationally, reviews of educational outcomes of children in care reveal consistent findings highlighting the need for considerable policy attention to be paid to their education to ensure they achieve optimal economic and psychosocial life outcomes. Important to enhancing the educational achievement of children in care are support, stability of environment, teaching resources and the recognition by all stakeholders – birth parents, foster carers, social workers and statutory authorities — that education is paramount to a child’s future well-being. This paper highlights the perspectives of carers, teachers and children on the fostering experience with particular focus on educational outcomes drawing on a prospective longitudinal study of children in long-term care. Using a multimethod, repeated measures multi-informant design, children were assessed by carers and teachers using the Achenbach Child Behaviour Checklist and its companion, the Teacher Report. The findings indicate demonstrated gains in terms of improved scores and adaptive functioning at subsequent assessments following two years of stable care. Discussion of the findings and implications for practice will focus on the need for a coordinated strategy to improve placement continuity and focused professional and organisational support with respect to the emotional and educational needs of children in care. 相似文献
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The Children and Families Act (2014) placed a statutory responsibility on local authorities in the UK to establish a virtual school headteacher with the role of championing the education of all children looked-after within that authority. The current research was designed to illuminate how virtual schools are currently supporting educational outcomes for children looked-after, not only through educational interventions, but also through supporting broader psychological factors that might impact on attainment such as attachment, relationships and mental health. Virtual school headteachers from 29 local authorities completed an online survey about the services they provided to three target groups—children looked-after, foster carers and schools—with a particular focus on the transition years from primary to secondary school, which have been identified as being a difficult time for children looked-after. Using inductive thematic analysis, four overarching themes to service provision were identified: enhanced learning opportunities, specific transition support, well-being and relationships, and raising awareness. Direct work, interprofessional working and the development of supportive environments, particularly guided by attachment theory, were identified as important areas of practice. Practice is discussed in relation to resilience and ecological systems theory and suggestions for future research are identified.
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BackgroundContemporary child protection systems in the UK need to be seen in light of the late nineteenth century child rescue movement, at a time of curbs in public spending, shifts in attitudes towards children’s welfare and the development of social work. There are similarities in the social, institutional and legal contexts, between the nineteenth century and today, centralising ‘deservedness’, that determined and determines children’s access to services.ObjectiveThe current article compares historical data and practices of children in care in the UK, encompassing 1881–1918, with contemporary data and practices, through the lens of the deserving/undeserving paradigm, inherited from the Poor Law of 1834.Participants and SettingDrawing on two data sets, namely historic children’s case files (N = 108), 1881–1918 from the Children’s Society (a philanthropic institution) highlighting the perception of custodians, doctors, professionals, as well as children and parents, and current data from interviews with young care leavers and safeguarding practitioners (N = 42), our research focuses on the most disadvantaged children with complex needs and damaging (pre)care experiences.MethodsData is analysed using thematic content analysis, framed within critical realist ontology, taking account of stratified non-linear dynamics of processes at different levels.Results and ConclusionIn both data sets the inability to support certain children is justified by referring to their complex needs and mental health and behavioural problems., Here, the child is held accountable and placed in the ‘undeserving’ category and consequently misses out on help and support, highlighting a need for awareness, and reflective and reflexive practice among practitioners/professionals. 相似文献
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Patrick Quirke 《Pastoral Care in Education》2013,31(1):12-19
This article explores the implications of the publication of the Green Paper on Every Child Matters, which proposes the most radical changes in services for children and their families since the Children's Act, 1988. The Green Paper focuses upon improving every level of professional support for children perceived to be vulnerable and in need. The legislation and subsequent changes will bring about a whole new agenda and philosophy that will directly or indirectly involve every school, teacher, paraprofessional and educational support service. It will also involve changes in supporting parents and carers, and lead to earlier intervention, more accountability and integration between services as well as enhancing workforce reform. In conjunction with the Anti-Social Behaviour Act, 2003, it will provide a new impetus for tackling truancy and disruptive conduct. It is also likely to lead to a rethink about the wider role of schools and aspects of pastoral care practice. Its implementation will require a reassessment of the continuing professional training needs of all teachers and senior professionals working in schools and in related activities such as education social work. The legislation will mean that schools are likely to become all-the-year-round community centres with amended opening hours in order to meet the needs of disadvantaged youngsters and their families. 相似文献
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BackgroundChildren in out-of-home care are consistently found to have poor mental health compared to children in the general population. However, UK research has so far failed to disentangle the impact of the care system on children’s mental health outcomes from the effects of the adverse circumstances that led to their admission to care.ObjectiveThis research investigated the association between care placement and the presence of child mental health problems after controlling for children’s pre-care experiences. It also identified factors associated with mental health problems among children in care.Participants and SettingThe sample comprised three groups of children involved with child welfare services due to maltreatment, including children in out-of-home care (n = 122), reunified children (n = 82) and those who had never been in care (n = 159).MethodsThe mental health of the children in the three groups was compared, using information collected from their parents/foster carers and social workers.ResultsThe odds of a child in out-of-home care having a mental health problem were not significantly higher than those of a child who had never been in care (AOR = 1.24; p = 0.462). However, the odds of a child in out-of-home care having reactive attachment disorder (RAD) were significantly higher than those of a child who had never been in care (AOR=1.92; p = 0.032).ConclusionsThese findings make an important contribution to international debates about whether placing children in care is beneficial or detrimental to their wellbeing, and highlight a range of inter-linking factors associated with the mental health of children in out-of-home care. 相似文献
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This study examines the influence of child custody loss on drug use and crime among a sample of African American mothers. Two types of custody loss are examined: informal custody loss (child living apart from mother but courts not involved), and official loss (child removed from mother’s care by authorities).MethodsUsing data from 339 African American women, longitudinal random coefficient models analyzed the effects of each type of custody loss on subsequent drug use and crime.Resultsindicated that both informal and official custody loss predicted increased drug use, and informal loss predicted increased criminal involvement. Findings demonstrate that child custody loss has negative health implications for African American mothers, potentially reducing their likelihood of regaining or retaining custody of their children.ConclusionsThis study highlights the need to integrate drug treatment and other types of assistance into family case plans to improve reunification rates and outcomes among mothers, children, and families. Additionally, the finding that informal loss predicts increased drug use suggests that community-based efforts within the mother’s social network could be implemented to intervene before child welfare system involvement becomes necessary. 相似文献
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BackgroundLooked after children and care leavers (LACCL) are some of the most vulnerable and marginalized young people in our communities. Existing research demonstrates that this group often interprets care in terms of genuineness and tends to feel uncared for. Less work exists from the perspective of social workers and formal carers.ObjectiveThis study aims to explore how care is perceived and practiced among LACCL and those with a duty of care for them. We use a theoretical lens of care ethics to compare and contrast understandings in order to explore how they affect the delivery and receipt of care.Participants & settingThere were 44 participants from four local authorities in north-east England including nineteen LACCL aged 12–20, eight social workers, and nineteen formal carers.MethodTwenty-eight semi-structured 1:1 interviews, four dyad interviews and three focus group interviews.ResultsLACCL desired care that felt familial, went beyond minimum standards and involved understanding. Social workers had to manage LACCL expectations and build relationships by both rationing care according to role constraints whilst sometimes going ‘above and beyond’ statutory care. Carers conceptualized care in terms of dedication and discipline but felt limited in their ability to achieve care in this way.ConclusionBridging different conceptualizations of care is necessary to achieve integrated support for these vulnerable young people whilst also helping them to develop key skills for later adult life. A deeper understanding of frameworks of care has implications for social worker and formal carer training and practice. 相似文献
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Rebecca Anne Swartz Katherine Elizabeth Speirs Amy Johnson Encinger Nancy L. McElwain 《Early education and development》2016,27(2):170-189
ABSTRACTResearch Findings: Strong relationships among children, families, and early care and education (ECE) providers are key to quality infant–toddler care. These relationships are shaped during the initial transition period to group care. We used a mixed methods approach to (a) assess maternal perspectives on the transition to group care, (b) explore mothers’ perceptions of factors that made for easy or difficult transitions, and (c) examine associations between maternal and child characteristics and the ease of the transition. Through qualitative interviews, mothers identified factors that played a role in their child’s transition, including the child’s age, the ECE provider’s support, and the number of transitions the child experienced. For mothers, an easy transition was characterized by ease of child adjustment to group care, comfort with nonparental care and returning to work, and being able to exercise some control over the transition. Quantitative analyses revealed that an easy child transition was associated with younger child age, low maternal distress reactions to child distress, and low child social fearfulness. Higher maternal depressive symptoms and maternal distress reactions to child distress were associated with mothers having a difficult transition. Practice or Policy: Implications of the findings for ECE provider training and ECE policy development related to transitions are discussed. 相似文献
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Diana D. Schaack Vi Nhuan Le Claude Messan Setodji 《Early education and development》2017,28(6):655-668
ABSTRACTResearch Findings: Although there has been considerable research on the associations between the qualifications of teachers in center-based settings and preschool-age children’s developmental outcomes, very little is known about the relationships between home provider qualifications and the developmental outcomes of toddlers who attend licensed family child care settings or unregulated family, friend, and neighbor care settings. Analyzing a sample of toddlers and their providers drawn from the Early Childhood Longitudinal Study, Birth Cohort, we found positive relationships between home-based quality and higher education degree (defined as an associate’s degree or at least a bachelor’s degree), field of major, and coursework in early childhood education or a related field. However, provider qualifications were unrelated to children’s cognitive outcomes and related to a limited number of social-emotional outcomes. Practice or Policy: Our results suggest that as states consider the spectrum of supports needed for strengthening home-based child care in ways that facilitate responsive and developmentally supportive caregiving, strategies should include opportunities for home-based care providers to pursue higher education. A more nuanced analysis of the content and comprehensiveness of providers’ formal education is needed to better understand relationships between toddlers’ social and cognitive development and providers’ formal education. 相似文献
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Milica Pejovic Milovancevic Milica Jovicic 《Emotional and Behavioural Difficulties》2013,18(3):261-269
It has been estimated that 9 to 13% of children and adolescents have a mental disorder that causes significant functioning impairment and that only one fifth of those who need mental health services actually receive them. The majority of children and adolescents are enrolled in schools, where they spend a considerable amount of time, and this is followed by the increasing efforts to establish collaboration between mental health professionals and school personnel. The role of mental health professionals is crucial in improving children’s mental health, as well as for providing better response to parents, educational staff and other agencies. There are several ways for a child psychiatrist to reach children and adolescents in a school setting: through individual student consultations (case consultations), through consultations to schools on general mental issues (systems consultations) and through promotion of mental health by creating and demonstrating evidence-based programmes for children, parents, school staff and others who are involved in child’s care. In order to achieve these goals, we need to establish partnerships and to define roles among organisations and individuals in the wider school environment, such as schools and school management, municipal authorities and administration, media, police, social welfare centres, health centres, parents and youth associations. 相似文献
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Emma Gore Langton 《Educational Psychology in Practice》2017,33(1):16-30
Children who leave care into adoption and special guardianship are often considered by schools and local authorities to have found their “happy ending.” Yet there is growing evidence that the impact of prenatal and early trauma, abuse and neglect does not disappear upon placement in a permanent family. Rates of social, emotional and mental health difficulties remain high, and the group has pronounced educational needs. Whilst having high levels of involvement with education and health services, families report significant difficulties in mobilising understanding, support and provision. In the context of growing numbers of children in England finding permanence through adoption and special guardianship, and the Department for Education’s increasing focus on addressing the needs of this group, this paper highlights the key role of Educational Psychology Services in supporting adopted and other permanently placed children by providing training, consultation, assessment, intervention and research for children and their families, their schools, and the local authorities. 相似文献
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Gordon Trasler 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):42-49
The study investigated the extent of different types of contacts between home and school for a representative sample of 60 families of children with Down's syndrome who attended a range of different schools in 13 local education authorities (LEAs). The children were aged between five and nine years old. Data were obtained in semi‐structured interviews with mothers as part of a larger study of parents’ views of their children's schooling. Basic links between home and schools (e.g. parents’ attendance at events such as open days, occasional visits to see a teacher) were common but parental involvement in the class‐room or in carrying out work at home on the teacher's suggestion was less common, and there was little evidence of parent‐professional partnership in areas such as joint decision‐making on educational programmes. Contacts between the children and their school friends outside school were few and there was a significant relationship between the frequency of these and the amount of parental contact with the schools. The factors related to amount of parental involvement were the child having started at the school before the age of four and the amount of support the mother received at home. There were no significant effects of social class or type of school. The majority of mothers appeared to be motivated to maintain home‐school links, and many wanted more opportunities to be provided for involvement, particularly in areas such as helping or observation in the classroom. 相似文献
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Janeth Kigobe Pol Ghesquière Michael Ng’Umbi Karla Van Leeuwen 《Educational studies》2019,45(5):613-632
ABSTRACTIn Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler’s model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents’ expectations for children’s school success predicted home involvement, next to parents’ perceived time and energy, child invitations and parents’ self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed. 相似文献
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Daniela Sime Marion Sheridan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):327-342
Background: Existing evidence suggests a relationship between family social contexts, family relationships and interactions, children’s social and cognitive development and educational outcomes. Interventions that assist families in relation to parenting and supporting children’s development can have positive effects on both parents’ skills and the educational progress of their children.Purpose: This article reports on a study conducted in an area with high levels of social and economic deprivation in Scotland, which aimed to investigate the nature and effectiveness of the services in place to support poor families. The project focused on capturing the experiences of parents and what they perceived as effective support from the nursery and school staff in terms of getting them more involved in their children’s learning.Sample: There was a particular focus on the four-to-seven-year age group, thus covering the crucial transition from pre-school (or non-school) provision to primary school. A sample of three Early Education & Childcare Centres (EECCs) and three schools were selected. The schools and EECCs were all from areas of high social deprivation and had a high proportion of children on free school meals.Design and methods: The study was qualitative in design and included in-depth semi-structured interviews with 19 service managers and practitioners, six focus groups with parents and six activity groups with children. Data were analysed using both pre-determined and emerging codes.Results: While all parents recognised the value of education for their children’s social mobility and opportunities and were keen to engage in activities, they remained aware of the limited resources they could draw upon, mainly in terms of their restricted academic competencies, specialist knowledge and qualifications. The desire to help their children overcome their families’ economic circumstances was also hampered by the absence of strong social and kinship networks that they could draw upon.Conclusions: We draw on concepts of social and cultural capital to examine parents’ positioning in relation to their children’s education. The conclusion highlights parents’ strategic orientation to school/nurseries, often seen as a resource of cultural capital, and calls for a more positive discourse of parental engagement in relation to disadvantaged groups. 相似文献
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It is estimated that in 1986 40‐50% of children in England aged 3 and 4 were attending pre‐school playgroups. Another 20% were receiving education in nursery schools and classes, mostly part time, whilst a further 20% were in the reception classes of infant schools, mostly full time. Using data on the provision of these services within each local authority in England it is shown that the numbers of nursery education and of playgroup places are strongly negatively correlated. Combining these statistics with data from the 1981 Census it is also shown that the rates of provision are strongly related to the socio‐economic characteristics of the authorities, such that playgroups predominate in the more affluent areas whereas high levels of nursery education are found in urban areas with more material disadvantage. 相似文献