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School ‘Swap’ through the Fair Access Panel (FAP) as an Alternative to Permanent Exclusion: A Case Study Presenting the Perspective of a Student, Parent and Staff Member.

Rowe, Helen (2019) School ‘Swap’ through the Fair Access Panel (FAP) as an Alternative to Permanent Exclusion: A Case Study Presenting the Perspective of a Student, Parent and Staff Member. DEdPsy thesis, University of Sheffield.

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Helen Rowe Final Thesis 2019 AMENDED.pdf
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Abstract

Research suggests that hundreds of children and young people (CYP) are excluded from school every day for ‘disruptive behaviours’, many of which have additional and complex needs and family backgrounds. Recognition of the negative consequences of exclusion over time has led to various alternatives. This research thesis focuses on a ‘school swap’ through the ‘Fair Access Panel’ as an alternative to permanent exclusion. I argue that whilst falling short of an ‘official’ ‘exclusion’, this process is nevertheless exclusionary, since the young person is effectively removed from school. Research on so-called ‘grey’ exclusionary practices is limited, despite them becoming more common. This thesis presents a case study involving a young person, parent and staff member, whereby the young person has remained at the ‘swap’ school. A narrative approach is adopted, seeking stories of participants nine months after the ‘swap’ occurred. Stories were gathered through semi-structured interviews alongside narrative based prompts, and data is analysed using ‘The Listening Guide’. This thesis provides recommendations and reflects on best practice for CYP who are ‘at risk’ of exclusion. It contributes to wider literature highlighting the unjustness of the current educational climate for vulnerable children, young people and families.

Item Type: Thesis (DEdPsy)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User: Dr Helen Rowe
Date Deposited: 16 Sep 2019 14:49
Last Modified: 16 Sep 2019 14:49
URI: http://etheses.whiterose.ac.uk/id/eprint/24839

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