Partnerships between Mainstream Schools in the UK To Enhance Provision for Students with Special Educational Needs.Report as inadecuate




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This study looked at the possibilities and practice of partnerships between "clusters" of mainstream schools in the United Kingdom collaborating to meet the special educational needs (SEN) of their students. Collaboration between schools can take many forms, from infrequent and short-lived interactions such as course-work moderation, to long-term intensive relationships such as sharing staff or equipment. Distinctions are drawn among the many terms used to describe collaboration, including networks, federations, and clusters. Clusters have emerged as a form of organization for meeting students' special educational needs. Case studies of four clusters are reported here, based on interviews with educators and pupils supplemented by "focus group" discussions in three regional locations. Some clusters had been initiated "top down" by the Local Education Authority (LEA), while a small number had been initiated "bottom up" by the schools themselves. Optimum size for effective clusters was found to be between six and eight schools. Clusters focusing on one aspect of SEN provision were more effective than clusters that became large and complex. Identification of a coordinator of the cluster was a key factor in maintenance of cluster activity. Outcomes for pupils, teachers and other professionals, schools, and LEA are discussed. (JDD)

Descriptors: Case Studies, Cooperative Programs, Educational Cooperation, Elementary Secondary Education, Foreign Countries, Partnerships in Education, Program Effectiveness, School Districts, Shared Resources and Services, Special Needs Students











Author: Lunt, Ingrid; Evans, Jennifer

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10342&id=ED374623







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