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Joined-up approaches to prevent school exclusion

Lloyd, G. and Stead, J. and Kendrick, A. (2003) Joined-up approaches to prevent school exclusion. Emotional and Behavioural Difficulties, 8 (1). pp. 77-91. ISSN 1363-2752

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Abstract

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.

Item type: Article
ID code: 37196
Keywords: school exclusion, exclusion, school curriculum, Social pathology. Social and public welfare, Secondary Education. High schools
Subjects: Social Sciences > Social pathology. Social and public welfare
Education > Theory and practice of education > Secondary Education. High schools
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Social Work and Social Policy > Social Work
Related URLs:
    Depositing user: Pure Administrator
    Date Deposited: 31 Jan 2012 09:29
    Last modified: 12 Mar 2012 11:45
    URI: http://strathprints.strath.ac.uk/id/eprint/37196

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