Elizabeth J. Done
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View article: Advocacy leadership and the deprofessionalising of the special educational needs co‐ordinator role
Advocacy leadership and the deprofessionalising of the special educational needs co‐ordinator role Open
The UK government is proposing to replace M‐level national award for special educational needs co‐ordination training, mandated for SENCos in England, with an unaccredited national professional qualification. Such downgrading of their qual…
View article: A content analysis of school leaders’ conversations about ‘off rolling’ on Twitter and its relevance to teacher education
A content analysis of school leaders’ conversations about ‘off rolling’ on Twitter and its relevance to teacher education Open
This article seeks to illustrate the usefulness to teacher educators of small-scale qualitative social media content analysis by reporting a study of online microblogs (tweets) posted by senior school leaders’ relating to ‘off rolling’ (pr…
View article: Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts
Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts Open
This paper will explore the ways in which behaviour features in the accounts of ‘off rolling’ processes in schools in England volunteered by participants – senior school leaders, SENCos and parents, in an ongoing multi-stranded research pr…
View article: Twice exceptionality in neoliberal education cultures: Implications for special educational needs co‐ordinators
Twice exceptionality in neoliberal education cultures: Implications for special educational needs co‐ordinators Open
‘Twice exceptionality’ describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area of learning. A popular discourse around autism and savantism in the United States promotes a hierarchic…
View article: The role pressures for SENCos as managers, leaders and advocates in the Covid-19 pandemic and implications for inclusive education
The role pressures for SENCos as managers, leaders and advocates in the Covid-19 pandemic and implications for inclusive education Open
This paper aims to provide a literature-based consideration of the role of the Special Needs Educational Coordinator (SENCo) in England during COVID-19 pandemic conditions of school lockdown and partial reopening for children classified as…
View article: Exclusion and the strategic leadership role of SENCos in England: planning for Covid‐19 and future crises
Exclusion and the strategic leadership role of SENCos in England: planning for Covid‐19 and future crises Open
A small‐scale study investigated the role of SENCos in England immediately prior to, during and following the first closure of schools nationally in March 2020 due to the Covid‐19 pandemic. A mixed‐methods research strategy comprising semi…
View article: ‘Grey’ exclusions matter: mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia
‘Grey’ exclusions matter: mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia Open
This paper provides an outline of, and rationale for, an international research project that will identify commonalities and disparities in illegal school exclusionary practices in Australia and England. The aims here are to situate such p…
View article: Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions
Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions Open
A survey‐based investigation of teachers’ concerns was conducted the following adaptation of Sharma and Desai’s ‘Concerns about Integrated Education (CIE) Scale’ two decades ago. The terminology was adjusted and ‘integrated’ became ‘inclus…
View article: ‘Off‐rolling’ and Foucault’s art of visibility/invisibility: An exploratory study of senior leaders’ views of ‘strategic’ school exclusion in southwest England
‘Off‐rolling’ and Foucault’s art of visibility/invisibility: An exploratory study of senior leaders’ views of ‘strategic’ school exclusion in southwest England Open
This article reports an unprecedented exploratory small‐scale investigation of the views of senior school leaders in southwest England relating to ‘off‐rolling’ (illegal exclusionary practices). ‘Off‐rolling’ is conceptualised as a policy …
View article: Balancing pressures for SENCos as managers, leaders and advocates in the emerging context of the Covid‐19 pandemic
Balancing pressures for SENCos as managers, leaders and advocates in the emerging context of the Covid‐19 pandemic Open
This article considers the role of the SENCo during Covid‐19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced b…
View article: Rocks and Hard Places: Exploring Educational Psychologists’ Perspectives on “Off-Rolling” or Illegal Exclusionary Practices in Mainstream Secondary Schools in England
Rocks and Hard Places: Exploring Educational Psychologists’ Perspectives on “Off-Rolling” or Illegal Exclusionary Practices in Mainstream Secondary Schools in England Open
Research being undertaken by the Universities of Exeter and Plymouth is exploring educational psychologists’ knowledge of, and perspectives on, exclusionary practices in schools in England, particularly illegal practices referred to as “of…
View article: Painful invisibilities: Roll management or ‘off‐rolling’ and professional identity
Painful invisibilities: Roll management or ‘off‐rolling’ and professional identity Open
‘Off‐rolling’ is widely defined as the illegal removal of students from a school roll, unlike permanent exclusion, which involves sanctioned formal procedures. It is a practice that brings very different logics, political agendas, governme…
View article: How inclusion became exclusion: policy, teachers and inclusive education
How inclusion became exclusion: policy, teachers and inclusive education Open
It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings …
View article: (C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs
(C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs Open
This paper considers varied governmental initiatives in England and their implications for early years education, including: an Office for Standards in Education (2017. Bold Beginnings: The Reception Curriculum in a Sample of Good and Outs…
View article: The responsibilisation of teachers: a neoliberal solution to the problem of inclusion
The responsibilisation of teachers: a neoliberal solution to the problem of inclusion Open
This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore …