By Professor Pamela Munn
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Extra info for Alternatives to Exclusion from School
1997). Thus one strand of response to disaffected behaviour is to 'do something' about the individual young person. Interventions range from drug therapy for Attention Deficit Hyperac tivity Disorder to psychological and psychiatric treatments. Therapeu tic approaches in school are described in Chapter 6. A wide range of research studies has pointed to the influence of school effects on behaviour. g. g. , 1996). These studies show that schools (and departments and teachers) make a difference.
There was, however, wide variation in the kind of data collected. Some schools, for exam ple, did not record ethnicity or Record of needs (statement in England) information. The increasing emphasis on school self-evaluation in Scotland, together with a national form on which to record exclusion as part of the annual school census, should help provide a better basis for schools to reflect on the effectiveness of their policy and practice. It should also encourage education authorities to review exclusion rates across schools, to investigate both high and low excluding schools and to identify good practice which can be shared.
Scottish/English differences Thus there are important differences in the Scottish and English legislative frameworks surrounding exclusion from schoot although each may be seen as attempting to reduce exclusions by setting a tone in which exclusion is seen as a last resort and the duty of the (L)EA to make full time educational provision for young people who have been Alternatives to Exclusion from School 38 excluded is stressed. 1 . While direct statistical comparisons on permanent exclusions between the two countries are misleading, since some Scottish local authorities do not recognise permanent exclusions, the figures quoted by Parsons (1999) are striking.
Alternatives to Exclusion from School by Professor Pamela Munn
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