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Exclusion or Inclusion? A Perspective on Policy in England for Pupils with Emotional and Behavioural Difficulties
Author(s) -
Gray Peter,
Panter Sue
Publication year - 2000
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.00134
Subject(s) - inclusion (mineral) , inclusion–exclusion principle , legislation , government (linguistics) , social exclusion , gray (unit) , perspective (graphical) , public policy , sociology , psychology , value (mathematics) , public administration , public relations , political science , social psychology , criminology , politics , law , medicine , linguistics , philosophy , artificial intelligence , machine learning , computer science , radiology
In this introductory article, Peter Gray and Sue Panter measure current government policy on pupil behaviour and social inclusion against the key principles outlined in NASEN's policy on exclusion from school. Although Gray and Panter find a number of positive aspects in current government policy, their view is that the government underestimates the effects of other legislation which acts against social inclusion. They propose that the government should recognise the moral value of inclusion and encouragecollaborative initiatives in which schools work together and with other agencies to undertake the reventative work required to reduce exclusion.