The Dynamics of Policy Implementation in Inclusive Education

Nangia, Monika. 2004. The Dynamics of Policy Implementation in Inclusive Education. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Abstract or Description

This study examines policy development in special educational needs and explores provision and practice at the local authority and school level in England. These issues are analysed in a framework of public policy theory, with recent legislative developments providing the setting for field research. Based on surveys, case studies and in-depth interviews with key players in the provision of special education, the study is intended to illuminate the factors that impede or facilitate local responses to national policies.

The thesis begins by examining the origins of, and developments in, special education and the extent to which such needs are recognised, identified and accommodated. It then explores the key implementation theories that provide the context for an understanding of the local uptake of policies and the gaps between aspirations and achievements.

The policy discourse surrounding the concept of ‘inclusion' is itself shrouded in ambiguity. The study investigates the various interpretations of the concept and examines the ways in which it is operationalised at the local level. LEAs and schools' responses to the new legislative requirements are analysed, as are the factors that influence its planning, resourcing and provision. Parents and voluntary organisations enjoy a special status in the implementation of national policies on inclusion and the extent to which they contribute nationally to the inclusion agenda, and work together with LEAs at the local level is addressed.

The thesis concludes by revisiting the empirical findings from an analytical standpoint, using the perspectives of implementation theory. Some concluding observations are then made to draw together the various strands of analysis and evidence that the thesis has presented.

Item Type:

Thesis (Doctoral)

Identification Number (DOI):

https://doi.org/10.25602/GOLD.00028668

Keywords:

special educational needs, special education, public policy theory, inclusion

Departments, Centres and Research Units:

Politics

Date:

2004

Item ID:

28668

Date Deposited:

05 Jun 2020 08:50

Last Modified:

05 Jun 2020 08:50

URI:

http://research.gold.ac.uk/id/eprint/28668

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