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Palgrave Macmillan

Autonomy, Rights and Children with Special Educational Needs

Understanding Capacity across Contexts

  • Book
  • © 2020

Overview

Authors:
  1. Sheila Riddell

    1. Moray House School of Education, University of Edinburgh, Edinburgh, UK

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  • Examines the rising prominence of children's rights in education

  • Analyses to what extend children and young people with SEN/ASN are able to realise their new rights

  • Asks whether this new emphasis on rights can be used as a distraction from drastic budget cuts

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xi
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  2. Children’s Independent Rights in Education: Setting the Scene

    • Sheila Riddell
    Pages 1-13

  3. Research Methods

    • Sheila Riddell
    Pages 15-29

  4. Special and Additional Support Needs Policy and the Rights of Children and Young People

    • Sheila Riddell
    Pages 31-48

  5. Children’s Rights, Categorisation and Disproportionality

    • Sheila Riddell
    Pages 49-72

  6. Translating Grand Designs into Grassroots Policy and Practice

    • Sheila Riddell
    Pages 73-94

  7. Children and Young People’s Participation Rights in Schools and Classrooms

    • Sheila Riddell
    Pages 95-112

  8. Participation by Children and Young People in Representative Bodies

    • Sheila Riddell
    Pages 113-131

  9. Children and Young People’s Involvement in Formal Educational Planning

    • Sheila Riddell
    Pages 133-159

  10. School Choice and the Rights of Children, Young People and Their Families

    • Sheila Riddell
    Pages 161-188

  11. Participation in Dispute Resolution by Children, Young People and Their Families

    • Sheila Riddell
    Pages 189-213

  12. Conclusion

    • Sheila Riddell
    Pages 215-228

  13. Back Matter

    Pages 229-252
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Keywords

About this book

This books examines the increased prominence of children’s rights in education to ask whether we are witnessing a paradigm shift within the education system. The author uses a wide range of case studies from Scotland and England to examine the extent to which children and young people with Special Educational Needs/ Additional Support Needs are in practice able to realise their new rights of participation and redress. In addition, the book examines the ways in which the child’s capacity to make independent decisions is understood and acted upon in different contexts, and the factors which ultimately promote or inhibit the rights of young people and children with SEN/ ASN. The author asks whether, in a context of tight budgets and often limited support, this new emphasis on children's rights can be seen as ‘window-dressing’ and a distraction from reductions in support for social welfare. 

Authors and Affiliations

  • Moray House School of Education, University of Edinburgh, Edinburgh, UK

    Sheila Riddell

About the author

Sheila Riddell is Professor at the Centre for Research in Education Inclusion and Diversity at the University of Edinburgh, UK. Having worked as a teacher before completing her PhD, her current research focuses on the rights of children with additional support need and access issues in higher education. 

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