2.50
Hdl Handle:
http://hdl.handle.net/2436/26394
Title:
School placement and conductive education: the experiences of education administrators
Authors:
Morgan, Angela; Hogan, Kevin
Abstract:
A placement at the National Institute of Conductive Education (NICE) in Birmingham for children with motor disorders is strongly preferred over mainstream or special schools by some parents, but it has been noted that this is usually refused following the current statementing process. Although funding constraints have been articulated, Angela Morgan, a Research Fellow at the Wolverhampton University Policy Research Institute, and Kevin Hogan, also at the University of Wolverhampton, contend in this article that other explanations are possible, as variability remains in placement decisions. The experiences of education administrators working within the special educational needs departments of local education authorities who make the ultimate decision regarding school placement have hitherto been unexplored. This study offers findings from an exploratory qualitative study, which suggests that administrators are working from disparate understandings of conductive education within an arena fraught with conflict. Recommendations derived from the study include further in-service training for education administrators and prior training for individuals seeking a career in education administration to enhance collaborative working partnerships between administrators and parents.
Citation:
British Journal of Special Education, 32(3): 149–156
Publisher:
Wiley InterScience
Journal:
British Journal of Special Education
Issue Date:
2005
URI:
http://hdl.handle.net/2436/26394
DOI:
10.1111/j.0952-3383.2005.00388.x
Additional Links:
http://www3.interscience.wiley.com/journal/118704501/abstract
Type:
Article
Language:
en
ISSN:
09523383; 14768578
Appears in Collections:
Learning in Classrooms, Schools and Communities

Full metadata record

DC FieldValue Language
dc.contributor.authorMorgan, Angela-
dc.contributor.authorHogan, Kevin-
dc.date.accessioned2008-05-16T08:39:46Z-
dc.date.available2008-05-16T08:39:46Z-
dc.date.issued2005-
dc.identifier.citationBritish Journal of Special Education, 32(3): 149–156en
dc.identifier.issn09523383-
dc.identifier.issn14768578-
dc.identifier.doi10.1111/j.0952-3383.2005.00388.x-
dc.identifier.urihttp://hdl.handle.net/2436/26394-
dc.description.abstractA placement at the National Institute of Conductive Education (NICE) in Birmingham for children with motor disorders is strongly preferred over mainstream or special schools by some parents, but it has been noted that this is usually refused following the current statementing process. Although funding constraints have been articulated, Angela Morgan, a Research Fellow at the Wolverhampton University Policy Research Institute, and Kevin Hogan, also at the University of Wolverhampton, contend in this article that other explanations are possible, as variability remains in placement decisions. The experiences of education administrators working within the special educational needs departments of local education authorities who make the ultimate decision regarding school placement have hitherto been unexplored. This study offers findings from an exploratory qualitative study, which suggests that administrators are working from disparate understandings of conductive education within an arena fraught with conflict. Recommendations derived from the study include further in-service training for education administrators and prior training for individuals seeking a career in education administration to enhance collaborative working partnerships between administrators and parents.en
dc.language.isoenen
dc.publisherWiley InterScienceen
dc.relation.urlhttp://www3.interscience.wiley.com/journal/118704501/abstracten
dc.subjectSchoolsen
dc.subjectPlacementen
dc.subjectEducational administrationen
dc.subjectPhysical disabilitiesen
dc.subjectConductive educationen
dc.subjectSpecial educational needs-
dc.titleSchool placement and conductive education: the experiences of education administratorsen
dc.typeArticleen
dc.identifier.journalBritish Journal of Special Educationen
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.