George Thomson

Influence of blood lead on the ability and attainment of children in Edinburgh.

The effect of blood-lead on childrens ability and attainment was investigated in a sample of 855 boys and girls aged 6-9 years from eighteen primary schools within a defined area of central Edinburgh. The geometric mean blood-lead value was 10.4 micrograms/dl. In a stratified subsample, 501 children completed individual tests of cognitive ability and educational attainment from the British Ability Scales (BAS). An extensive home interview with a parent was also done. Multiple regression analyses showed a significant negative relation between log blood-lead and BAS combined score, number skills, and word reading when thirty-three possible confounding variables were taken into account. There was a dose-response relation between blood-lead and test scores, with no evidence of a threshold. The size of the effect was small compared with that of other factors. Lead at low levels of exposure probably has a small harmful effect on the performance of children in ability and attainment tests.

Transition, adulthood and special educational needs: an unresolved paradox

ABSTRACT This paper draws upon qualitative data to illuminate the process of transition to adulthood of young people with significant special educational needs. The paper first examines current literature on the pathways of transition, and tests a model described by the Centre for Educational Research and Innovation (1983) against data gathered on a cohort of young people (n = 618). Selected case studies are presented to illustrate the experiences of young people with contrasting special educational needs. The paper concludes by considering a possible set of indicators of adult status. In so doing, the paradox of advocating employment within a context of reduced employability for those marginalized by virtue of their handicaps is raised.

Parents, professionals and social welfare models: the implementation of the Education (Scotland) Act 1981

ABSTRACT This paper examines the effect of the Education (Scotland) Act, 1981, in terms of one of its aims, that is, to increase parental control over assessment, recording and placement of children with special educational needs. Kirp (1982) has argued that British provision for children with special educational needs reflects a social welfare model based on a belief in professional benevolence and expertise. This is in contrast with the United States, where a human rights model of social welfare prevails. Kirps account is critically examined through an analysis of the legislation and guidance literature, and also data gathered from interviews with professionals and parents. It is concluded that data do exist to support Kirps argument. The legislation did not radically increase parents’ rights, and professionals themselves retained control through failing to provide parents with adequate information, often excluding them from multi‐disciplinary meetings and omitting to foster the involvement of volunta...

The development of Individualised Educational Programmes using a decision-making model

As adjustments are made in response to the revised Code of Practice, many practitioners will be looking for improved ways of developing individual targets for learning with pupils with special educational needs. In this article, Kenneth Thomson, of George Watson’s College Edinburgh, Dan Bachor, of the Department of Educational Psychology and Leadership Studies at the University of Victoria, Canada and George Thomson, of the Department of Psychology at the University of Edinburgh, bring together ideas and practices orginating in Canada and Scotland. The authors suggest that individual planning can be enhanced by the use of a decision-making model characterised by partnerships between professionals and learners. Thomson, Bachor and Thomson also argue that the devolution of control to pupils can make the development and implementation of IEPs more effective and more efficient.

Pathways to Adulthood for Young Adults with Special Educational Needs.

Abstract The concept of transition to adulthood is well developed and addressed in the literature concerned with non‐disabled persons. There is increasing interest in this issue as it affects individuals with special educational needs. This paper draws upon data gathered in a region of the United Kingdom on a cohort (n=360) of such young adults. A model of successful transition outcomes incorporating six variables is presented and discussed. Using quantitative and qualitative methodologies, the patterns and pathways of transition for this cohort is described. Issues arising from the data include: the provision of support systems; masking unemployability; the employment paradox; and resourcing the multiply impaired. The paper concludes with a discussion of how these issues relate to both developing and developed economies.

The significance of employment as a goal for young people with recorded Special Educational Needs

Abstract This paper considers the significance and validity of employment as a goal for young people with special educational needs. It begins by discussing the salience of employment as a key stage in the transition to adulthood. Drawing on an SOED‐funded study of the post‐16 experiences of young people with special educational needs, perceptions of the importance of employment held by young people and their parents are explored. These are contrasted with the views of professionals. The paper concludes that, in line with the aspirations of the young people, preparation for employment should be regarded as one of a number of valid educational objectives. However, the employment prospects of young people with special educational needs are currently bleak and are affected by a range of factors including the personality of the young person, the nature of their disability, the degree of family support and the availability of employment as well as the quality of their educational experience. Employment prospec...

The Placement of Pupils Recorded as Having Special Educational Needs: an analysis of Scottish data, 1986‐1988

Abstract This paper draws upon quantitative and qualitative data gathered in the course of a major research project, funded by the Scottish Education Department (SED), which examined the implementation of the Education (Scotland) Act, 1981. Of particular relevance to this paper is the placement of pupils with significant special educational needs in mainstream settings. Whilst ‘integration’ was not the principal focus of the research, the data set, established over three years, provides some evidence of the extent to which integration policies are being implemented in the 12 island and regional authorities of Scotland. Quantitative data will be presented from the full data set of pupils (n = 2861) for whom Records of Needs [1] were opened in terms of the provisions in the Education (Scotland) Act, 1981. Interview data derived from a key respondent survey will be used to illuminate the patterns and trends discernible in the demographic data. Whereas earlier studies have tended to focus on quantitative anal...

A key informant approach to the study of local policy‐making in the field of special educational needs

ABSTRACT This paper draws upon wider research examining the impact of the Education (Scotland) Act 1981 to explore how education policies relating to pupils with special educational needs are worked out at local level. Qualitative data are the major source of this information. Additionally, however, data from a demographic survey, conducted in the period 1986‐88, of pupils recorded as having special educational needs in terms of the Act (n = 2 861) are used to compile a detailed picture of policy and practice in this area. The paper concludes that education professionals play a disproportionately large role in shaping local provision and that there is an absence of clearly articulated policies arrived at in consultation with parents, elected representatives and voluntary organizations. This results in ad hoc policy‐making, where young people with special educational needs and their parents often remain uninformed on the nature of services, monitoring and evaluation processes and ignorant of the profession...

Performance in External Examinations and Pupils’ Orientations to Studying

ABSTRACT This paper reports upon exploratory investigations into how pupils fare with the experience of external assessment at the end of their compulsory schooling. The research attempts to integrate findings from both quantitative and qualitative sources of data, and information is presented from 539 pupils in four Scottish comprehensive schools. The development of an attitude inventory is reported, and it is shown that systematic differences in pupils’ attitudes are related to examination outcomes. The categorisation of pupils’ experiences during the examination year is also undertaken, and this reveals a range of orientations marked by the absence of positive or intrinsic satisfaction with the learning experience. The authors conclude by noting the need for further research to chart pupils’ experiences of schooling, particularly at a time when systems of assessment are undergoing change

The education of children with special needs: a cross‐cultural perspective

ABSTRACT This paper discusses issues attendant on the practice of identifying pupils with special educational needs in advanced educational systems. Current practices in Australia and Scotland are described and attention is drawn to the problems generated by the abandonment of a category‐based approach to children with special educational needs, the variability of practice between authorities and the absence of reliable data on incidence of special educational needs. Placement outcome data derived from a Scottish study are presented and discussed. The paper concludes with discussion of Australian and Scottish practice set against United States’ experience in the light of Public Law 94‐142 and identifies areas for future research.