Among people who leave high school prior to completion, many return to schooling as adults. High school equivalency programs (such as a General Educational Development or Adult Basic Education program) gives them the opportunity to go back and complete high school requirements. Using data from the 2017 Aboriginal Peoples Survey--a national survey…

In the province of Manitoba, Canada, there is a gap between the rhetoric of inclusive education and its practical implementation. In the absence of inclusive educational policies and guidelines, deficit-based approaches such as categorical labels for students who are deemed to have a severe emotional and behavioural disorder, segregated…

The physical and emotional changes that occur in adolescence are part of the process of sexual maturity. These changes occur irrespective of ability and are often aligned with psychological and social factors. When the nature of a disability has an inherent limitation in social awareness, as is the case for individuals with autism, the achievement…

Adult learners with high support needs often have no means of progressing to further provision. In this article, the author discusses Quality Inclusive Pathways (QUIPs), a project creating local multi-agency learning pathways for these learners. The QUIPs project--developed directly from the stated needs of families, carers and the young people…

A Scottish study of 615 pupils in 49 alternative day and residential schools found that over a two-year period, only 21 were successfully returned to the mainstream. Reasons for this finding include resistance of mainstream schools to reintegration; lack of financial support; family attitudes; sex differences in student placement; and the presence…

This article summarizes findings of research into decision-making processes leading to residential special school placements in England. Results suggest the needs of individual children are not central to these decision-making processes and that local authorities who make such placements do not pay sufficient attention to protecting and promoting…

There are now higher than ever numbers of children in public care in the developed world and increasing concerns across Europe to examine the differences in policies and practices and their impact on childrens lives. The small-scale research reported in this paper was commissioned by an agency in the UK concerned with addressing the challenge of…

Despite increasing policy commitment by government to the inclusion of children with special educational needs in mainstream services, significant numbers of disabled children continue to be placed in residential schools. This article reports on the policies and practice of education and social service authorities in England, patterns of…

This guide, in workbook format, is intended to assist staff at British residential colleges and schools in developing individualized programs to meet the learning needs of students with disabilities or other special learning needs. Emphasis is on integration of educational and residential programs in an extended curriculum involving continual…

A study examined circumstances leading to residential school placements. Findings revealed wide variations in the use of residential schools by 21 local English authorities and conflicting views between and within authorities on the suitability of such placements. Parents' experiences were characterized by a lack of support in their…