Education (Additional Support for Learning) (Scotland) Act: What does it mean for the way that teachers work together?

Research output: Contribution to journalArticlepeer-review

Abstract

The introduction of the Additional Support for Learning Act (2004) has been a
significant milestone in Scotland’s understanding of issues of inclusion. The Act
is already beginning to have a significant and far-reaching impact on the work of schools; requiring staff to reconceptualise what was traditionally known as ‘special needs’ and asserting a much more complex and dynamic view of the potential barriers to inclusion.

This paper explores the experiences and changing understandings of key staff
(pastoral care, learning support, behaviour support) in three mainstream secondary schools as they worked to translate the new legislation into a coherent, holistic and sustainable set of practices. The paper raises some critical and timely questions about the tensions between competing priorities and roles and responsibilities for those working in education in such challenging times but also offers comment on the emerging potential of the legislation for building new confidence and capacities.
Original languageEnglish
Pages (from-to)53-63
Number of pages10
JournalScottish Educational Review
Volume40
Issue number2
Publication statusPublished - 2008

Fingerprint

Dive into the research topics of 'Education (Additional Support for Learning) (Scotland) Act: What does it mean for the way that teachers work together?'. Together they form a unique fingerprint.

Cite this