Public seminars from the Department of Education.
Oxford has been making a major contribution to the field of education for over 100 years and today this Department has a world class reputation for research, for teacher education and for its Masters and doctoral programmes.
Our aim is to provide an intellectually rich but supportive environment in which to study, to research and to teach and, through our work, to contribute to the improvement of all phases of public education, both in the UK and internationally.
From Inclusion to Exclusion from School: Transforming the lives of young people with special educational needs and disabilities?
This seminar explores the process of formal and informal exclusion from the macro, meso and micro level to understand some of the complex interactions between policy, school and individual factors. Government statistics indicate that children and young people with special educational needs are five times more likely to be excluded from secondary schools, and account for just under half of excluded pupils. This seminar will explore the process of formal and informal exclusion from the macro, meso and micro level to understand some of the complex interactions between policy, school and individual factors. The significance of these on the lives of young people will be illustrated with reference to data drawn from the topical life histories of autistic girls. These portray the experience of having ones’ needs continually underestimated or misunderstood coupled with a lack of in-school support.
13 Feb 2020
Law and Exclusion from School
Combining legal analysis, theory, and evidence from practice, Lucinda Ferguson argues that the law is ill-equipped to support children at risk of permanent exclusion from school, particularly children with disabilities or other additional needs. The House of Commons’ Education Committee (2019) criticised the education system’s treatment of children with disabilities on the following terms:
“[C]hildren and parents are not ‘in the know’ and for some the law may not even appear to exist. Parents currently need a combination of special knowledge and social capital to navigate the system, and even then are left exhausted by the experience. Those without significant social or personal capital therefore face significant disadvantage. For some, Parliament might as well not have bothered to legislate.”
In this presentation, I combine legal analysis, theory, and evidence from practice to argue that the law is ill-equipped to support children at risk of permanent exclusion from school, particularly children with disabilities or other additional needs. I focus on the English experience, which is quite distinctive from that of other nations in the UK. I first outline the reality of permanent exclusion and introduce the legal framework.
I then consider the extent to which children’s rights arguments might support improvements in practice for these vulnerable children. I proceed to argue that much of the difficulty lies in our current conceptions of the nature of childhood, how we regard children compared to other ‘minority’ groups, and the implications of this for the legal regulation of their lives. I consider whether an intersectional perspective might assist here, and offer some concluding thoughts on how to bring about the necessary cultural shift and make the law work for vulnerable children at risk of exclusion from school.
13 Feb 2020
Exclusion and Mental Health: Exploring the Role of Improved Provision in Schools
This talk discusses the latest understanding of mental health needs in adolescent populations in the UK and the potential role that mental health services in schools can play. This talk will discuss the latest understanding of mental health needs in adolescent populations in the UK and the potential role that mental health services in schools can play. An example of current research alongside clinical service development will be discussed. The opportunities and challenges of mental health services working in schools will be explored, including how to navigate some of the ethical complexities of working in this areas as well as some of the main unanswered research questions that can be addressed through schools-research. A particular focus will be on how this relates to excluded children- what we know about their mental health needs and the role of services.
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