Key publications
Black A, Bessudnov A, Liu Y, Norwich B (2019). Academisation of Schools in England and Placements of Pupils with Special Educational Needs: an Analysis of Trends, 2011–2017. Frontiers in Education, 4(4).
Norwich B, Black A (2015). The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling.
British Journal of Special Education,
42(2), 128-151.
Abstract:
The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling
This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The analysis shows a clear pattern of differences: converter academies (which are governed by their own governing body) had significantly lower proportions of students with significant special educational needs overall than maintained (those remaining under local authority management) and sponsored academies (those considered to be weak/failing schools forced to become academies with outside sponsors that oversee the schools). There was a similar pattern of findings for most areas of special educational needs, except visual impairment and autistic spectrum disorder. The pattern of placement of students with Statements in the newly created free schools also showed that some free schools have unusually high proportions of students with special educational needs. These findings are discussed in terms of the increasing stratification of English secondary schools and the potential of small secondary schools to be more inclusive.
Abstract.
Publications by category
Journal articles
Black AE (In Press). A picture of special educational needs in England – an overview. Frontiers in Education
Black A, Lawson HA, Norwich B (In Press). Lesson planning for diversity. Journal of Research in Special Educational Needs
Liu Y, Bessudnov A, Black A, Norwich B (2020). School autonomy and educational inclusion of children with special needs: Evidence from England. British Educational Research Journal, 46(3), 532-552.
Black A, Bessudnov A, Liu Y, Norwich B (2019). Academisation of Schools in England and Placements of Pupils with Special Educational Needs: an Analysis of Trends, 2011–2017. Frontiers in Education, 4(4).
Black AE (2018). Context and Implications Document for: Future secondary schools for diversity: where are we now and were could we be?. Review of Education, 7
Liu Y, Bessudnov A, Norwich B, Black A (2018). Estimating the causal effects of academisation of English schools with the data from the National Pupil Database. International Journal for Population Data Science, 3(2).
Black AE (2018). Future secondary schools for diversity: where are we now and where could we be?. Review of Education, 7
Black AE, Gibson S, Baskerville D, Berry A, Norris K, Symeonidou S (2017). 'Diversity' 'Widening Participation' and 'Inclusion' in Higher Education: an International study. Widening Participation and Lifelong Learning
Black AE, Gibson S, Baskerville D, Berry A, Norris K, Symeonidou S (2017). Including students as co-enquirers: matters of identity, agency, language and labelling in an International participatory research study. International Journal of Educational Research
Black AE, Lawson H (2016). Exploring a vocational teaching resource for young people with severe learning difficulties - ‘A stepping stone to…’ what?.
Cambridge Journal of EducationAbstract:
Exploring a vocational teaching resource for young people with severe learning difficulties - ‘A stepping stone to…’ what?
This article examines the purposes of education with a particular focus on young people with severe learning difficulties (SLD). The topic is explored with reference to a specific case, whereby some of the key findings of an evaluation of the first year of ‘The Greenside Studio’, an English special school’s vocational teaching resource for young people with SLD, are presented. A conceptualisation of different ‘sides’ to the Studio is discussed in relation to the purposes of education for these learners in which the view of vocational learning as a stepping stone to paid employment and independence is presented as problematic. With a broader interpretation of vocational education this stepping stone is reconfigured as a bridge to life after school, whatever form that takes. It is argued, however, that the nature of this life must be viewed aspirationally.
Abstract.
Norwich B, Black A (2015). The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling.
British Journal of Special Education,
42(2), 128-151.
Abstract:
The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling
This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The analysis shows a clear pattern of differences: converter academies (which are governed by their own governing body) had significantly lower proportions of students with significant special educational needs overall than maintained (those remaining under local authority management) and sponsored academies (those considered to be weak/failing schools forced to become academies with outside sponsors that oversee the schools). There was a similar pattern of findings for most areas of special educational needs, except visual impairment and autistic spectrum disorder. The pattern of placement of students with Statements in the newly created free schools also showed that some free schools have unusually high proportions of students with special educational needs. These findings are discussed in terms of the increasing stratification of English secondary schools and the potential of small secondary schools to be more inclusive.
Abstract.
Black A, Costello R, Craft A, Katene W (2015). ‘It’s all about developing the whole child’.
European Physical Education Review,
21(3), 362-378.
Abstract:
‘It’s all about developing the whole child’
Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project Ability, TOPsportsability and the Young Leaders programme. The authors of this article were commissioned by the YST to evaluate the school-based inclusion initiatives. One aspect of the evaluation was an examination of project ‘legacy’ benefits – a term much cited in the run-up to the London 2012 Olympic and Paralympic games. This article asks what additional, unexpected, positive legacy benefits appear to be associated with the capacity built by the DfE Disability project initiatives. A wide range of legacy benefits beyond those the YST set out to achieve were found, including tangible achievements such as accreditation, and intangible benefits such as the holistic development of participants beyond sports.
Abstract.
Chapters
Craft A, Horin OB, Sotiriou M, Stergiopoulos P, Sotiriou S, Hennessy S, Chappell K, Slade C, Greenwood M, Black A, et al (2016). CREAT-IT: Implementing Creative Strategies into Science Teaching. In (Ed) New Developments in Science and Technology Education, 163-179.
Publications by year
In Press
Black AE (In Press). A picture of special educational needs in England – an overview. Frontiers in Education
Black A, Lawson HA, Norwich B (In Press). Lesson planning for diversity. Journal of Research in Special Educational Needs
2020
Liu Y, Bessudnov A, Black A, Norwich B (2020). School autonomy and educational inclusion of children with special needs: Evidence from England. British Educational Research Journal, 46(3), 532-552.
2019
Black A, Bessudnov A, Liu Y, Norwich B (2019). Academisation of Schools in England and Placements of Pupils with Special Educational Needs: an Analysis of Trends, 2011–2017. Frontiers in Education, 4(4).
2018
Black AE (2018). Context and Implications Document for: Future secondary schools for diversity: where are we now and were could we be?. Review of Education, 7
Liu Y, Bessudnov A, Norwich B, Black A (2018). Estimating the causal effects of academisation of English schools with the data from the National Pupil Database. International Journal for Population Data Science, 3(2).
Black AE (2018). Future secondary schools for diversity: where are we now and where could we be?. Review of Education, 7
2017
Black AE, Gibson S, Baskerville D, Berry A, Norris K, Symeonidou S (2017). 'Diversity' 'Widening Participation' and 'Inclusion' in Higher Education: an International study. Widening Participation and Lifelong Learning
Black AE, Gibson S, Baskerville D, Berry A, Norris K, Symeonidou S (2017). Including students as co-enquirers: matters of identity, agency, language and labelling in an International participatory research study. International Journal of Educational Research
2016
Craft A, Horin OB, Sotiriou M, Stergiopoulos P, Sotiriou S, Hennessy S, Chappell K, Slade C, Greenwood M, Black A, et al (2016). CREAT-IT: Implementing Creative Strategies into Science Teaching. In (Ed) New Developments in Science and Technology Education, 163-179.
Black AE, Lawson H (2016). Exploring a vocational teaching resource for young people with severe learning difficulties - ‘A stepping stone to…’ what?.
Cambridge Journal of EducationAbstract:
Exploring a vocational teaching resource for young people with severe learning difficulties - ‘A stepping stone to…’ what?
This article examines the purposes of education with a particular focus on young people with severe learning difficulties (SLD). The topic is explored with reference to a specific case, whereby some of the key findings of an evaluation of the first year of ‘The Greenside Studio’, an English special school’s vocational teaching resource for young people with SLD, are presented. A conceptualisation of different ‘sides’ to the Studio is discussed in relation to the purposes of education for these learners in which the view of vocational learning as a stepping stone to paid employment and independence is presented as problematic. With a broader interpretation of vocational education this stepping stone is reconfigured as a bridge to life after school, whatever form that takes. It is argued, however, that the nature of this life must be viewed aspirationally.
Abstract.
2015
Norwich B, Black A (2015). The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling.
British Journal of Special Education,
42(2), 128-151.
Abstract:
The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling
This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The analysis shows a clear pattern of differences: converter academies (which are governed by their own governing body) had significantly lower proportions of students with significant special educational needs overall than maintained (those remaining under local authority management) and sponsored academies (those considered to be weak/failing schools forced to become academies with outside sponsors that oversee the schools). There was a similar pattern of findings for most areas of special educational needs, except visual impairment and autistic spectrum disorder. The pattern of placement of students with Statements in the newly created free schools also showed that some free schools have unusually high proportions of students with special educational needs. These findings are discussed in terms of the increasing stratification of English secondary schools and the potential of small secondary schools to be more inclusive.
Abstract.
Black A, Costello R, Craft A, Katene W (2015). ‘It’s all about developing the whole child’.
European Physical Education Review,
21(3), 362-378.
Abstract:
‘It’s all about developing the whole child’
Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project Ability, TOPsportsability and the Young Leaders programme. The authors of this article were commissioned by the YST to evaluate the school-based inclusion initiatives. One aspect of the evaluation was an examination of project ‘legacy’ benefits – a term much cited in the run-up to the London 2012 Olympic and Paralympic games. This article asks what additional, unexpected, positive legacy benefits appear to be associated with the capacity built by the DfE Disability project initiatives. A wide range of legacy benefits beyond those the YST set out to achieve were found, including tangible achievements such as accreditation, and intangible benefits such as the holistic development of participants beyond sports.
Abstract.
