Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training

This paper explores the educational choice-making of students with special educational needs in the context of Finnish pre-vocational training and one of its programmes, ‘Preparatory and Rehabilitative Instruction and Guidance for Disabled Students’. The authors enquire into the kinds of educational choices available for students in the preparatory programme, and how student counselling meets their educational hopes and future plans. The analysis draws on an ethnographic study of special needs education in post-compulsory education in Finland. It shows that students need to reflect on their educational plans within institutional and diagnostic restrictions and guidance. The authors state that educational choices can be negotiable, but more attention must be given to deconstructing the self-evidences and institutional barriers linked to the transitions of young adults with special educational needs.     

Normative approaches to justice in physical education for pupils with physical disabilities – dilemmas of recognition and redistribution

Seeking social justice in education for pupils with disabilities creates certain dilemmas. A ‘school for all’ means that educators are faced with the dilemma whereby the notion of ‘disability’ is perceived as ought not to matter but where in actual fact it seems to matter very much! This article explores ways out of this general educational dilemma using the context of physical education (PE) for pupils with physical disabilities within the compulsory school as an example. Justice theories of resource distribution and cultural recognition affect educational outcomes, where the demand is for justice and equity. Fraser’s notion of ‘social status’, together with a pluralistic approach to identities where personal experiences are given a place, is used to suggest a solution to the dilemma. It is concluded that a redistribution of economic resources and social recognition is necessary if social justice within PE is to become a reality.     

Neighbourhood and preventive strategies with children and families: what works?

This paper argues that the 1989 Children Act has provided a poor context for discussing ‘prevention’. The Act has not helped the development of either a proper understanding of childhood disadvantages or policies to deal with it. This paper presents a fresh perspective on ‘prevention’ in the context of Government initiatives such as Sure Start, and argues for analysis of neighbourhood disadvantages and neighbourhood-based policies. The ‘geography of disadvantage’ has to be understood as well as the facts of disadvantage, that is, the concentrations and persistence of variations in income, health, and educational outcomes as they affect children. Examples of early years programmes and projects are reviewed for their impact on disadvantaged children and their families. Copyright © 1999 John Wiley & Sons, Ltd.     

Creating places,relationships and education for refugee children in camps: Lessons learnt from the ‘The School of Peace’ educational model

This paper describes a unique model for building an afternoon school for refugee children sustained by volunteers and refugee teachers and based on humanistic intercultural values. The methodology is participatory including the whole school, from children to teachers to volunteers and managers. Central themes in the findings include a synergetic focus on creative placemaking, conflict negotiation and formal studies. This points to a theoretical connection between informal and formal studies. The findings teach us about the needs of refugee children. A methodological contribution is the use of arts-based methods to capture refugee children's lived experiences of school.     

How do refugee children experience their new situation in England and Denmark? Implications for educational policy and practice

As the number of individuals who have been forced to flee their homes and country of origin has increased rapidly in recent years, the need to understand how best to support such individuals, especially the youngest of them, becomes pressing. This study presents findings from interviews with adults who had arrived as asylum-seekers in one of two countries, Denmark or England, when they were children. Qualitative findings based on Interpretative Phenomenological Analyses demonstrate the participants' focus on Language-based challenges that extend to further difficulties, Choosing to succeed, Gaining strength through social support, encouragement and guidance, Integrating two separate worlds into one and Seeing, hearing and understanding children's needs. The participants have had time to reflect on their early experiences of integration, and their voices can inform researchers, educators and other practitioners currently working with refugee children and families.     

Sibship size and educational attainment in peninsular Malaysia: do policies matter?

This study examines the effects of sibship size on secondary school attainment in Malaysia. Data were obtained from the 1989 Malaysian Second Family Life Survey among a sample of individuals aged 19-38 years in 1989 who were born during 1938-69. The sample included 1749 Malays, 1071 Chinese, and 523 Indians. Subsamples divided persons into those born during the period 1950-59 and those born during 1960-69. 98% of the sample had a primary education. Almost 66% had attained a secondary school education: 23% of Malays, 34% of Chinese, and 30% of Indians. 97% had at least one sibling. The percentage of non-Malays with a secondary school education (SSE) decreased with an increase in sibship size. Sibship size was unrelated to SSE among Malays. It is pointed out that the preferential policies were probably a stronger impetus for secondary attainment among Malays than sibship size. Finer analysis by cohort revealed that only in the cohort born during 1950-59 did sibship size have no significant effect on SSE. Sibship size had a significantly negative impact among children born during 1960-69 and the impact was greater for Malays than non-Malays. The magnitude of the effect for Malays was twice as large in the 1960-69 cohort as in the 1950-59 cohort, while the magnitude of the impact of sibship size for non-Malays was the same for both birth cohorts. Average sibship size for non-Malays declined sharply over time, while it remained stable for Malays. Logistic analysis revealed few differences between ethnic groups in the predicted probabilities for the 1950-59 cohort when individual and family factors were accounted for. Findings suggest that non-Malays' adjustment by decreasing their fertility or changing family resource allocations could not entirely compensate for increases in the cost of education or reductions in the return to education. The benefit was the closing of the gap between Malays and non-Malays with regard to children's likelihood of SSE.     

The education of children and adolescents in out-of-home care: a problem or an opportunity? Results of a longitudinal study

The education of children in care is an issue that often falls into a no man’s land in which responsibility always seems to be attributed to the other ‘department’. Furthermore, all too often, teachers, educators and foster parents find themselves working with these children with no support, as if they were isolated cases. The aim of this study is to get to know the school situation of children in different types of out-of-home care: residential, kinship and non-kinship care. Systematic data on the school situation of 11–16-year-olds (on class attendance, school behaviour, academic results and guidance towards post-compulsory education) were gathered over a period of 5 consecutive school years. A 3-year longitudinal study on the same items (N?=?391) was made and time-series data were gathered for 5 years (N?=?1841). Results show that the in-care population is at a clear disadvantage and inequality of opportunities compared to the general population in relation to their educational pathways and outcomes; the most disadvantaged being the population in residential care. Recommendations are included, posing the challenge that what has to date been considered a ‘problem’ should become an opportunity for these children.     

DFID governance programming in Nigeria: What difference has thinking and working politically made in practice?

The UK Department for International Development's country office in Nigeria (DFID Nigeria) has gradually adopted a thinking and working politically (TWP) approach in its governance programming. The initial focus on strengthening analysis has progressively been linked to discussion about the country and programme strategy, as well as programme‐management practices. Important lessons can be learned from this experience on how the TWP approach can be applied in practice. The article addresses three research questions: (1) To what extent have DFID Nigeria and its governance programmes adopted a TWP approach? (2) How has the TWP approach influenced the design and delivery of programming? (3) Has the application of the TWP approach enhanced the results of the DFID governance programming? Using project documentation and wider theoretical literature, but mainly relying on extensive participant observation within DFID Nigeria programmes, the article uses a historical perspective to outline how the TWP approach has been applied in Nigeria over 15 years of programme design, delivery, lesson‐learning and refinement . Published evaluation reports are used to provide evidence of programme results. DFID Nigeria and its programmes have progressively adopted TWP principles. This has led to clear changes in country strategy and programme design, as well as programme‐management practices. There is some evidence that the adoption of these principles has enhanced the results of DFID Nigeria programmes. By focusing on experimentation and “small bets,” TWP has proven relatively successful in generating and supporting ‘islands of effectiveness,’ but has had more limited impact in terms of generating more systemic, transformational change. The results obtained in Nigeria using the TWP approach have depended not only on Nigeria's political economy but also on the political economy of the development agency and donor country. DFID Nigeria's ability to engage in critical self‐reflection and to create an authorizing environment for risk‐taking have been vital to create enabling conditions for the TWP approach. However, other aspects of DFID and the UK's political economy are creating constraints that limit the prospects to go further and to go deeper in adopting the principles of TWP.     

Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children

This paper responds to concerns over the assumed ‘feminisation’ of early childhood education and care (ECEC) and adds children's perspectives to debates on whether more men should work in ECEC. Pictorial conversations were conducted with 280 children aged 2–6 years old from the cities of Edinburgh, Hong Kong and Tianjin. Findings show that although children sometimes related practitioners to their gendered experiences in and outside ECEC, children's gender subjectivities are dynamic and are linked to their short‐term and long‐term, fluid and stable, and interactive relationships with practitioners. This paper argues that practitioners need to openly discuss gender with children in ECEC practices and pedagogies.     

Negligence in placement and supervision of children in foster care: Are social workers liable?

Social workers may be monetarily liable for negligent performance of placement and supervision of children in foster care. In states where the state retains sovereign immunity those professional activities may be considered ministerial rather than discretionary functions and so not entitled to the immunity from suit which the state enjoys. Careful attention to designated procedures may protect the worker from allegations of negligence.     

Intercultural education through a bilingual children’s rights project: reflections on its possibilities and challenges with young learners

Despite the growing importance of intercultural education, literature is still lacking in related research with young learners. This study reports on a yearlong university–school collaborative research project that aimed to promote students’ intercultural competence and critical bi-literacy skills through their exploration of the issue of children’s rights. Grounded in the critical perspectives of intercultural pedagogy and dynamic bi-/multilingualism, the two collaborating Grade 3 teachers engaged their students in critical inquiry of children’s rights in both English and French. Through a range of hybrid translanguage literacy practices and experiential learning activities, students came to understand what children’s rights are and appreciate the importance of solidarity, equity, and compassion. Apart from highlighting some activities developed during this project and the impact of the activities on student participants, the study also attempts to critically reflect on some of the challenges in conducting intercultural education with young learners, in particular their emergent but conflicted understanding of other cultures. Further, the study speaks to the issue of how such an important education can be practiced in a non-reductionist and non-simplistic manner yet still be accessible to young learners.     

“The clock has been ticking,the calendar pages turning,and we are still waiting”: Infertile couples' encounter with time in the adoption waiting period

In this paper, the authors draw from sociological explorations of time and narrative theory to interpret the problem that time posed for 37 infertile couples waiting for a child to adopt. We also address their emotional and behavioral responses to their problematic encounter with time. The adoption waiting period can be usefully conceived of as a: a) temporal irregularity in social life; b) temporally unmarked transitional stage in the passage to parenthood; and as a c) special kind of social construction and product of the imagination. Confronting empty time, waiting couples humanized time spent in waiting and maintained hope by creating a temporal framework for the waiting period. They established a timeline, plotted the end of the wait, and created a rhythm for the duration of the wait. Short-waiting couples were able to maintain a sense of making progress toward their goal of a child. Long-waiting couples increasingly felt as if they were standing still or moving away from their goal. The findings contribute to the understanding of temporality in infertile couples and affirm the uncertainty and discomfort that the lack of temporal order can engender.The study described here, The transition to parenthood of infertile couples, is supported by Grant #NRO1707 from the National Center for Nursing Research, National Institutes of Health, 1988–1993. The authors thank the QS reviewers for their helpful critique of an earlier draft of this paper.     

La metafora: the power of metaphors and creative resources in working systemically with families and children with autism—a conversation with Carmine Saccu

Metaphors are valuable tools of expression, which give meaning to situations and allow the spontaneous processing of feelings and emotions. As therapists, we can support clients to develop and create their individual metaphor to explain their own meaning of experiences or communicate their perception of problems. Creativity provides us with a rich landscape to explore, expand, and enrich ourselves as therapists and consequently our clients. As systemic therapists, we are responsible for the co-creation of a human process, which has at its core safety in allowing expression, connection, and movement. Through a respectful and curious approach, we can develop pathways to tap organically into our ‘creative selves’ while reaching into our clients' creativity and selves as catalysts for connection and positive change. Creative resources and therapies have been successfully used in psychotherapy to enhance the mental and emotional well-being of children, particularly children with autism who have limited verbal capacity or who are non-verbal. These children also wish to be understood in expressing their thoughts and feelings; however, they use other methods of communication – sometimes obvious, sometimes not. Therefore, it is important that a therapist can access diverse ways to support the child through this process. The creative use of animals in therapy neutralises spaces, eliciting calm, safety, and healing. This is particularly the case when working with this group of children. This paper is derived from my conversation with an elder statesman of the family therapy profession, Professor Carmine Saccu. He is a jovial master storyteller who craftfully communicates via metaphors. Through creative means, play, and humour, he has developed a remarkably unique way of working with children, especially non-verbal children with autism. He uses his canine, co-therapist Mafalda, as a powerful resource and intervention strategy to safely elicit engagement and connection in the therapeutic space.     

Inclusion,integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta,Canada

This study explores the perceptions of school principals in terms of organizing inclusive and special education in two well-performing, western school systems in Finland and in Alberta, Canada. The interview data reveal that, in spite of the inclusive rhetoric within education policy documents, most of the principals were still defining their current practices using the language of integration, and the educational decisions were often based on the more traditional idea of the least restrictive environment. The principals’ views were surprisingly similar in both jurisdictions despite the different contextual and historical trends.     

Disability,caregiving and interpellation: migrant and non‐migrant families of children with disabilities in urban Australia

The process of interpellation (and its opposite, misinterpellation) is taken as a metaphor for understanding the lived experience of personal difference. This research focuses on two interpellative experiences: disability and migrant status. Parents of children with moderate to profound intellectual disabilities were asked about their engagement with the community; their access to support programs; and their sense of well‐being. Responses were divided between the non‐migrants (who were misinterpellated once) and migrants (who were misinterpellated twice). Were the migrant parents doubly isolated due to migrant status and carer status? What differences were there between migrant and non‐migrant responses to their parental experience? Although migrant parents were more negative about their children’s future, they rated themselves as equally happy and socially connected as non‐migrant parents.     

Outcomes in the sociology of mental health and illness: where have we been and where are we going?

Sociologists of mental health and illness have traditionally used outcome measures that they have obtained from other disciplines, especially psychiatry and psychology. These include official statistics, symptom scales, and diagnostic measures. Answers to the central sociological question of how social arrangements affect mental health might require the development of explicitly sociological outcome measures. This introduction provides an overview of several issues that arise in grappling with this question. These include whether symptom scales or diagnoses best capture the mental health consequences of social arrangements; when single or multiple outcomes are necessary to compare the consequences of social arrangements across different groups; if sociologists should explore the positive as well as the negative consequences of social forces; and when sociological attention should be directed toward social-level as well as individual-level outcomes. The papers in this symposium that follow provide more detailed analyses of each of these issues.     

Can balance exercise programmes improve balance and related physical performance measures in people with dementia? A systematic review

This review presents the physical performance outcomes of randomised trials investigating exercise programmes that included balance exercise for older people with dementia. A systematic literature search through five computerised bibliographic databases until February 2009 was carried out. Of 1,038 potentially relevant published articles, only seven met the inclusion criteria and were extracted. Findings from the review for a total of 632 participants showed that almost all of the included studies addressed exercise or physical activities as the main intervention; however, only two of the studies focused on balance exercise. The effect size values varied from no effect (0.00) to a large effect (3.29) of the interventions for a range of physical performance outcome measures. Findings also suggest that it is feasible to conduct exercise programmes with older people with dementia. However, further studies with more specific exercise designed to improve balance performance in order to prevent falls are required for older people with dementia.     

From bedside to bench: does mental and physical activity promote cognitive vitality in late life?

A wide range of animal and human studies provide evidence for the potential of physical and cognitive exercise in promoting cognitive health later in life. The effects of such activities on intermediate outcomes, such as cognitive performance, are becoming clearer, as are the molecular mechanisms involved. Physical and cognitive exercise might increase "cognitive reserve" and increase the overall health of the brain, thereby reducing or delaying cognitive impairment and dementia. However, conclusive evidence for such benefits is not yet established. The third annual Bedside to Bench conference, cosponsored by The American Geriatrics Society and the National Institutes of Health's National Institute on Aging, reviewed current knowledge regarding the role of physical and cognitive exercise in promoting cognitive vitality. Conference attendees identified gaps in our current understanding of these processes and recommended next steps for research. In particular, researchers will need to explore clinical issues related to the timing, intensity, and duration of various types and combinations of physical and cognitive activities in animal models to elucidate the mechanisms involved and inform the design of future human studies. The concept of the enriched environment currently employed in animal studies to promote physical activity, socialization, and problem solving should be explored in human studies.     

Conquering with capital: social,cultural, and economic capital’s role in combating socioeconomic disadvantage and contributing to educational attainment

While socioeconomic barriers to learning have been well-documented by education, sociology, and social policy scholars, further research is needed to understand how students with low-socioeconomic status excel in high-performing schools. The collection and analysis of 20 in-depth interviews with female college students from different racial and socioeconomic backgrounds provide rich insights into the stark differences between the educational practices of low and high-SES students. Building on Bourdieu’s conceptualization of how habitus and capital influence practices in the field of education exposes unique, strategic practices that low-SES students use to attain educational success within a system of reproduction and power. While entering a high-performing school is often perceived as a definitive step for accessing high-quality educational resources, my findings illustrate how it is actually an important intermediary step within a more complex process. Increasing educational opportunity and attainment for low-SES students requires improving their access to social, cultural, and economic capital through knowledgeable mentors who contribute to a habitus and portfolio of capital which enable practices to successfully navigate and challenge the educational system.