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Conference 2008 Safe Internet Use ------------------ Highlights of previous SSBA conferences :- 2007 Developing a Parent Council and Encouraging Parental Involvement 2006 The Way Forward for Parental Involvement 2005 Parents in Partnership 2003 Partnerships and responsibilities 2002 SSBA is fit for the future |
Conference 2000 ----------------------- Travelling Families Abstract This proposed paper will cover two of the themes indicated :
The focus can be weighted towards either if necessary, but the two are inextricably linked in the very particular situation described, ie that of the interrupted learner. Outline Conference Paper Throughout Europe as modern societies grapple with the need to equip an adaptable work force with the necessary skills and attitudes of flexibility and independence in learning and self-assessment, schools, paradoxically, have been slow to review and change their existing practice to ensure that pupils (and Scottish Inclusion agenda) are taught accordingly. The European Parliament has, since 1975 regularly flagged up the existence of marginalised under-achieving groups of Travellers and migrant workers (Liegeois, 1987: 1996: Knaepkens, 1987, 1996) and has supported programmes specifically aimed at improving their situation, the SOCRATES, COMENIUS, Action 2 programme in particular. The new SOCRATES programme due to commence in the year 2000 continues with this focus on the needs of learners who experience discontinuity and interrupted learning during the school age years. (Ref.: SOCRATES Guidelines 1998) The European Union guidelines for redressing the current situation focus on raising awareness of their situation, adopting partnerships to empower the groups and developing innovative curricula and methodologies to overcome their social exclusion and under-achievement related to high levels of absenteeism and fragmented schooling. Recent research in Scotland (Jordan, 1995, 1998) has highlighted the situation of Travellers as a paradigm for other groups who experience similar discontinuity in their education and who are largely disenfranchised from the established mechanisms for lobbying and influencing the decision making fora. It is ironic that the current UK governmental agenda on ‘social inclusion’ which is particularly evident in the recent publications emanating from the Scottish Executive give no acknowledgement of the particular isolation experienced in these groups. The development of parental associations to represent these groups’ often highly specific educational needs has remained fragmented and parents have been left to negotiate at an individual and piece-meal level for equality of opportunity for their child(ren). The advent of School Boards in Scotland, and elsewhere, has largely functioned on a local, settled community basis, with an over-representation from the already empowered clients (Munn, 1996). The ‘voice’ of the family with high levels of absenteeism or short infrequent visits to any one school goes unheard; they are now further disenfranchised within a system designed to ensure broad representation of clients’ needs and views. (Jordan and Holmes, 1997) The particular situation of the Showground Community (in Scotland and across Europe) offers a case study of a grass roots development of parent power, resulting in some good examples of innovative curricular responses, involving the development of new forms of home-school-inter-agency/regional partnerships. The Education Liaison Officers (ELOs) under the aegis of the Showmen’s Guild of Gt Britain epitomise this empowerment model and increasingly act as mediators between the schools and the Fairground Communities. In Scotland the collaboration between the Show Parents Association/STEP/SCET and Eastbank Academy have resulted in the innovative use of technology (TOPILOT project funded within DGXIII - Telematics programme), while in the wider European arena, the EFECOT Bureau has, through a partnership approach spanning most EU countries, secured an international position, with recognition of their lobbying powers to represent the various Occupational Traveller groups; the Bureau epitomises ‘power through partnership’ since its beginnings in 1988. Recent experience in Scotland and Australia is showing the innate ‘exclusive’ nature of the ‘local’ school and the need for a more global concept of the learning centre with local associations, where all in the vicinity have the right to a full and rewarding educational experience, irrespective of length of stay or regularity of attendance. Full Presentation Paper Travellers In Scottish Education Travellers are identified throughout Europe, including the UK, as the most marginalised in access to and uptake of state education facilities. They remain underqualified and with the highest levels of non-literacy. Gypsy Travellers, in particular, are subjected to overt racism in their daily lives and institutional racism severely reduces their opportunity to succeed within the education system. As a result they underachieve, truant, drop out before the due leaving age and are subject to higher rates of school exclusions than their peers. Mobility, and lack of 'local' connection, is a factor in both Gypsy Travellers and Occupational Travellers (i.e. circus, bargee and fairground or Show Travellers) lives in accessing facilities and realising their potential. Lack of a permanent address precludes easy access to services and social inclusion. Their situation offers a paradigm for a range of other interrupted learners who experience similar exclusion from a key service: such learners suffer not only social exclusion but also severely reduced opportunities for overcoming such disadvantage. While some Show and Fairground Travellers in Scotland have begun to come together to promote awareness of their situation and their particular needs in education, Gypsy Travellers and other groups of interrupted learners remain relatively isolated and thus lack opportunities for making successful demands for changes to support them at a local level. Circular 10196 (SOEID) recognises Travellers' rights to the application of 'authorised absence' while the family is 'legitimately travelling for work purposes'. Section 37 in the new Standards in Education Scotland Bill further acknowledges the rights of such groups to receive education, even in off site settings. In order to ensure full uptake of education facilities and enjoyment and success in participation and achievement, Travellers and other interrupted learners, must be included in all 'Assessment of Needs' processes and appropriate plans developed to support their specific situations. In particular the following key points must be addressed :
School Boards and SPTA committees must seek mobile families' views, include and represent their needs where appropriate;
Further information available from: Elizabeth Jordan (Dr), director, Scottish Traveller Education Programme, (funded by the Scottish Executive) The Dept of Equity Studies and Special Education, Faculty of Education, the University of Edinburgh, Holyrood Road, Edinburgh, EH8 8AQ Tel: 01 31 651 637116444; Fax 01 31 651 651 1; E-mail: Betty.Jordan@ed.ac.uk Traveller pupils in schools: interrupted learning Key issues for schools to work on * clash of cultures- Traveller life-styles and expectations
* racialism- 'Dirty Gyppos' or 'They Tinks' * intercultural education- acceptance of diversity
* little or disjointed previous schooling - gaps & learning difficulties
* lack of understanding- of the world of school and local rules, i.e. language and behaviour codes * lack of records- to allow continuity
* lack of time- to give to individuals
* disturbance to forward plans- time-table space
* need for whole-school approach * need for strong home-school liaison * need to raise awareness * need to prevent isolation of schools * need for photocopyable materials- to take with them (distance learning) * need for maintaining simple records- ditto Traveller pupils in schools: interrupted learners Positive contribution of staff
What do we think is needed in the long term? What can we do to achieve this in the short-term? What can we do in the long-term? Traveller Pupils and Scottish Schools Elizabeth Jordan, ScottishTraveller Education Programme
'You spend all night reorganising your groups and teaching plans so that they won't be isolated [in the class], and then they don't come back! It gets a bit frustrating, but it's just their culture. We're used to it here'. These words, of a teacher in a school with regular comings and goings of Travellers, sum up the reality for schools which try to accommodate their Traveller pupils. Travellers with their distinctive cultures and life-styles have been part of the Scottish scene for centuries. Despite often being marginalised and victims of open racism, they continue with their preferred and traditional life-styles (Morran et of 1999). However their experiences of namecalling and bullying within schools, added to the difficulties their mobility patterns make for accessing educational facilities, lead to high levels of discontinuity in learning. This research, undertaken between 1992 and 1998, investigated the situation of Travellers within the comprehensive school system in Scotland. Their situation is important in its own right. It also offers a paradigm for many other groups of interrupted learners whose educational needs are not yet fully met within our mainstream comprehensive schools. Background Gypsy / Travellers and Occupational Travellers (circus, bargees, show and fairground families) are recognised by the European Parliament as being the groups most socially excluded from school education and with the highest levels of illiteracy (Resolutions 89/C 15310 1; 89C 153102 1989). The two main indigenous groups in Scotland are the traditional Travelling People, for long a well-known part of the Scottish rural and cultural scene, and the Showground community who provide supporting entertainment for annual agricultural shows and charter fairs. Gypsy / Travellers claim membership and ethnicity through birth and descendency, with shared cultural and linguistic features. Show people refute the term 'ethnic', describing themselves as a 'business community', although with strong familial associations and codes of practice governing their way of life. It is not possible to say how many Traveller children there are of school age. Travellers are not identified as a discrete group in the official National Census so counts are recognised to be only best estimates. The 1992 Census (Gentleman 1993) on Gypsy / Travellers in Scotland, which focused on mobile Travellers, estimated some 1500 using local authority sites. The Showmen's Guild of Great Britain (Scottish Section) records some 500 members, but as 'one member' may include several generations of an extended family, statistics greatly underestimate actual numbers. Within Scotland, there are 33 local authority sites for Gypsy / Travellers, but many also use private sites and housing, including home ownership. The Showground community which overwinters in Glasgow is the largest single such group in Europe. Their children all enrol at Glasgow schools. A few families stay in Edinburgh and in towns in the central belt and Aberdeen. Many own their homes as well as caravan accommodation for travelling. The Secretary of State's Advisory Committee on Scotland's Travelling People (Third Term Report) (Scottish Office 1982) drew attention to traditional Travellers' unsatisfactory educational situation, and made recommendations to help overcome the difficulties and inequalities they faced. The EIS, with COSLA and the CCC (now the Scottish CCC), instigated a Region-by-Region analysis to compile statistics to underpin national policy and the development of good practice. This attempt was never fully realised although a report was produced (1984) and passed to the Scottish Office, who then funded Moray House to maintain an interest and promote developments. This led to the Scottish Traveller Education Programme (STEP) which continues to be funded by the Scottish Executive Education Department with a remit to run a national centre and maintain a specialist library. The National Survey In 1992 there were still no national statistics on Travellers in Scottish schools and the only available literature was scant and based on experiences in England (Department of Education and Science 1967; Reiss 1975; Swann 1985) and the continent (Liegeois 1987; Knaepkens 1987). Did they attend schools? If so, where and for how long? To help answer these questions, a questionnaire was sent to every school in Scotland asking for a return based on Travellers' attendances during the 1991-92 session. The results showed that Traveller pupils were present within every local authority, except the three Islands Councils, with some few attending nurseries and special schools as well as primaries and secondaries. In all, 1 17 schools reported having Travellers. Actual attendances varied from a single half-day to a full session ('see Figure 1 below). A similar pattern was repeated with little change in each successive year (four sessions) up to the disaggregation of the local authorities. But not every one of the schools had Travellers in each consecutive year. For some, there was only a single visit, while for the majority, there was a variable annual cohort. In all, over the four sessions, 133 different schools reported having Travellers on the roll. Enrolment And Attendance Patterns In order to try to understand the complex patterns emerging from the national survey, two other ways of collecting information were used concurrently with those schools reporting the highest numbers of Travellers on the roll. School A, a village primary, reported 55 different Gypsy / Travellers in one session, while four secondaries in Glasgow each reported around 20 Showground pupils. The registers for these schools were anaiysed over a fiveyear period to identify any patterns. This painstaking approach revealed a wide range and differences in enrolment and attendance patterns, both for the schools and for the Travellers. School A received regular enrolments from a local Gypsy / Traveller site throughout each session. Every class had some children arrive unannounced at varying dates throughout the session. In particular, the Primary 1 class had had 19 Gypsy/ Traveller pupils enrolling and leaving at different times in one session alone. The families attending School A varied from one visit only within the five years studied, to up to four return visits in one session. Such families travelled predominantly between central Scotland and northern England, but also included visits to the south of England, Ireland, France, Germany and latterly Norway. They provided little firm evidence of having attended other schools. The implications for class and group organisation, individual tuition and alterations to the teacher's forward plans, were enormous. 'Flexibility'acquired a new meaning in this situation. Research into the four secondary schools proved more complicated as it became apparent that some pupils who 'disappeared'from one school would appear at another, often after a period of absence such as the travelling season (usually March to October). Unlike Gypsy Travellers, Show pupils attended school regularly during the winter and usually returned to the same school in successive years. The evidence of pupils dropping out of school was corroborated by the staff interviewed. In School A, attendance patterns showed a significant reduction in Gypsy/ Traveller pupil numbers with increasing age, so that by Primary 7 very few were still attending (see Figure 2) despite the general view that it was the secondary school which caused their exclusion (Kiddle 1999). Why was this happening and was it only in this school? Education For (Traveller) Life Further research with many Gypsy/ Traveller families revealed that this pattern was consistent with their tradition of educating children into their cultural work patterns. By the age of ten children could make a useful contribution to the family's earning capacity and, moreover, they enjoyed working with the adults, participating in experiential learning and gaining approval within their community. The primary schools had little to offer them in this respect. The drop-out rate in the four secondaries coincided most often with the move from Year 3 to Year 4. As a resuk the vast majority of these Showground pupils had effectively left school before their 16th birthday. Schools reported that they had found that this phenomenon had coincided, ironically, with the introduction of Standard Grades, and in particular was attributed to the pupils' difficulties in completing portfolios, etc, in the new system of continuous assessment arrangements. They felt that the resulting lowered self-esteem as they fell further behind their peers, and the apathy engendered by a system which provided no reward for their years of effort, encouraged all but the most academically able to give up. The young people concentrated their efforts instead on being successful within their home-learning domain - the shows. There they acquired a range of skills necessary to 'entice the punters to part with their money'. These included skills in oral communication, various aspects of art, design and technology and the practical application of scientific principles and knowledge in building new rides, as well as entrepreneurial skills and business acumen based on hard work, application, collaboration and mutual support. The close-knit Showground community provided a positive learning experience, a preparation for adulthood and employment. Meeting The Needs Of Travelling Pupils The schools, in their individual comments on the annual questionnaire and in the case studies, demonstrated a keen awareness of the needs of their Traveller pupils and evident frustration at their own inability to meet these. In particular, they highlighted the general lack of awareness and support at local authority level, the lack of flexibility in class organisation and teaching methodology and the increasing reduction in the Traveller pupils' self-esteem with age as they saw the increasing gap between their own scholastic achievements and that of their peers. The evidence from the questionnaires to local authorities supported the schools' view that there was little awareness of the reality schools faced in accommodating the fluctuating numbers and visits of Travellers, often with little or no previous schooling. One urban secondary school with a regular annual cohort of Show Travellers, felt that these pupils experienced discrimination in the level of support available to them. The authority had allocated eleven English as a Second Language teachers for minority ethnic pupils but only one support teacher for all the Show pupils and the 26 schools they attended. All schools interviewed reported a concern at the lack of progress of Gypsy/ Traveller pupils and attributed their underachievement not to lack of ability but to lack of curriculum continuity and coherence in their education. Some commented on the lack of relevance in the school curriculum to Gypsy/ Travellers' lives. Social aspects were also acknowledged as a factor in pupils' low achievements but were not reported as the crux, although later studies suggest these are important factors in dropping out of schools. A later piece of research on Travellers who had been excluded or had dropped out of school, did find evidence that racist behaviour from peers and lack of support from staff who showed little understanding of the need for strong anti-bullying approaches to be key factors (Lloyd and Norris 1998; Lloyd, Stead and Jordan 1999; Lloyd, Stead, Jordan and Norris 1999). These findings supported the views expressed in the OFSTED report 1 999) on Travellers' experiences in four English schools. Schools with Show Travellers, by contrast, reported that most achieved results comparable with those of their peers, at least up to the end of S2. However, there was a higher than average incidence of dyslexic-type difficulties reported in some families. These, compounded with receiving significantly less teaching than their non-travelling peers, did lead to underachievement in the reading and writing elements of language. Maths, business studies and art were reported as their 'favourite' and 'best' subjects. Support For Learning At A Distance What can be done then to overcome the barriers to learning for Traveller pupils and to raise their levels of achievement? Since the May 1989 Resolutions on education for the children of Gypsy/ Travellers and Occupational Travellers, the European Commission has advocated the development of distance learning to support their mobility. In the UK, however, distance learning is traditionally a sophisticated means of supporting independent learning, based on high levels of literacy, higher-order study skills, motivation and adequate space and facilities for study. None of these are guaranteed in mobile Traveller communities. Family literacy levels are low, with few adults having achieved a full education, and while Travellers say they value literacy and academic achievement, they demonstrate a value system based on practical skills and a motivational drive to be economically self-sufficient within the self-employed market. Who Is Responsible? Schools often provided Traveller families with learning packs for children to take away with them. Yet schools are funded for their'iocal' catchment and school boards have the power to influence headteachers' spending plans. School boards, too, have been reported by schools as viewing negatively the high levels of absenteeism in their Traveller pupils gordan and Holmes 1997; Jordan (forthcoming 2000)). In School A, Gypsy/ Traveller pupils had an average attendance rate of only 67% while enrolled at the school. In comparison, Show Traveller pupils had a higher than average attendance rate during the winter period. Schools may use authorised absence 'while the [Traveller] family is legitimately travelling for work purposes' (SOEID, 1996) but headteachers reported that this is thought of little comfort by school boards when attendance tables are published. Few schools are able, then, to guarantee resources for their 'absent' Traveller pupils. Good Practice SOCRATES Comenius Action 2 funds have supported a variety of international projects which have enabled schools and local and national authorities to develop sound practice in Travellers' education. TOPILOT, an innovative European project to provide IT-supported distance learning for Show and Bargee Traveller pupils, involved a Scottish secondary school and SCET as partners gordan 1998; STEP/Moray House video 1998). This project focused on the use of CDi linked to computers and satellite communication to support pupils' learning as they travelled round Scotland. The software learning packages, developed in collaboration with other countries, proved to be useful as a means of keeping pupils engaged and 'ontask', but were not sufficiently stretching for pupils as a long-term curriculum replacement. Increased rates of work completed and the growth in pupils' and families' interest and enthusiasm, leading to raised expectations, were welcome outcomes and helped stimulate further work, such as the FLEX and TRAPEZE projects. These projects demonstrate the feasibility and value of distance learning but schools, as yet, do not have either the necessary skills in developing distance learning materials nor the finance to support this model as a methodology for inclusion. Staff training, collaboration across councils, and ready access to open learning facilities, including personal tutorial support, are necessary in order to provide successful learning for Travellers (Danaher 1998). The introduction of the National Grid for Learning, Super Highways and the push for increased use of technology to encourage independence in pupils' learning are helping schools and local authorities to take up this challenge. In Scotland, many rural and island schools, as well as special schools, regularly extend the concept of the classroom through the use of video-conferencing, as well as the more usual email and internet facilities. Lap-tops, too, are being used with some effect to motivate pupils who are on longterm exclusions and as a means of communicating for a few of those with chronic illnesses and in hospital schools. Could there be a role for the new community schools, with their more flexible staffing and organisational approaches, as learning centres for all, or should it be for all comprehensive schools? The Interrupted Learner Traveller pupils do underachieve compared with their peers. Significant and repeated interruptions for many other groups of learners have been identified as similar barriers to achievement and it is possible to identify such groups who are currently disadvantaged within our socalled comprehensive school system (see Figure 3 below). Such exclusion is not simply based on ethnic antipathy (as is most often claimed by those writing about Gypsy/ Travellers) but on much more complex problems within an insufficiently flexible education system. It would seem that some categories of interrupted learners are viewed as 'deserving' (for example, the chronically sick) since the system has at least acknowledged their particular needs and has accorded them some support for learning out of school (Scottish Executive 1999). However, there is still no statutory right for such pupils nor guaranteed support for families who struggle to maintain their child's educational progress while recuperating (Closs and Norris 1997). Those pupils who seem to be viewed less sympathetically, truants, school refusers and Travellers, are rarely offered any systematic support out of school, while others, such as the young carers who regularly truant and drop out of school to support a family member or fostered children and homeless families who are moved around, become no schooi's responsibility and often are not even acknowledged by any local authority (Power, Whitty and Youdell 1999). While at present there are few statistics in Scotland on these groups, the total numbers involved are thought to be significant and every school can expect to be affected by such absentees. The DFEE has shown sufficient concern to commission research into categorising and recording incidences of pupil mobility with results which support my findings (Dobson and Henthorne 1999). The report recommends that all local education authorities should collect regular statistics on mobility in order to help frame policy and practice in England. The next phase will include research into resource implications and the impact of mobility on the schools, and identifying practice which minimises the effect of disruption.
Towards Inclusive Schools We all take pride in the high number of pupils in Scotland going on to further study, but acknowledge the wide gap between them, and many others who still leave school with no formal achievements. There is an evident desire within the new Scottish Parliament and its Executive to develop a more inclusive society with schools expected to play a key role in achieving this aim. How will Scotland's educators rise to this challenge? This research demonstrated the commitment and care which individual schools and some local authorities provided for Traveller pupils. At present each authority manages its own response to increase inclusion for underachieving and 'at risk' groups, through Excellence funds, New Opportunities and supported study initiatives. However these approaches do not support continuity and coherence for those who have to relate to a variety of schools and learning centres across local boundaries. Nor does it support mobile families who lack a positive educational experience and have little expectation of success in society. A more integrated but flexible approach is required if the needs of Travellers and other interrupted learners'are to be fully met. Some of the approaches being tried and the ideas about changing and developing the concept of school into a broader framework of 'sites of learning' offer stimulating prospects for achieving a genuinely comprehensive education system (Wragg 1999; Bentley 1999). References and Further Information Bentley, T. (1999) Learning Beyond the Classroom: Education for a Changing World. Routiedge. Closs, A. and Norris, C. (1997) Outlook Uncertain: Enabling the Education of Children with Chronic andlor Deteriorating Conditions. Edinburgh: Moray House Institute of Education. Committee of Enquiry into the Education of Children from Ethnic Minority Groups (1985) Education ForAll. HMSO. Convention of Scottish Local Authorities ( 1984) Report of the joint Officers' Working group on Education Provision for Traveller Children. Edinburgh: Educational Institute of Scotland. Danaher, P. (1998) Beyond the Ferris WheeL Central Queensland University Press. Department for Education and Science (1967) Children and their Primary Schools.. A Report. HMSO. [Plowden Committee Report]. Dobson, J. and Henthorne, K. (1999) Pupil Mobility in Schools. Department for Education and Employment. Jordan, E. (1996) Education for Travellers. In: Befring, E. (ed) Teacher Education for Equality. Association for Teacher Education in Europe~ ATEE, 20th Annual Conference, Oslo 1995. Oslo University. Jordan, E. (1997) Promoting Education for Travellers: Guidelines for Schools. Edinburgh: Scottish Traveller Education Programme. Jordan, E. (1997) Inclusive Education for Secondary Age Travellers.Edinburgh: Scottish Traveller Education Programme. Jordan, E. (1997) Education for Travellers or creating equality of opportunity in state education. In: De Heer-Dhue, J.(ed) lntercukural Education and Education of Migrant Children. A report of the International Comenius Action 2 Seminar, Oegstgeest, The Netherlands, October 25-25, 1996. University of Leiden. Jordan, E. (1998) Travellers and Scottish Schools. Unpublished PhD thesis. Edinburgh: Moray House Institute of Education. Jordan, E. (1999) Schooling on the move. Special! Supporting and Developing Good Practice. Summer 1999. National Association for Special Educational Needs (NASEN). Jordan, E. (forthcoming 2000) Outside the mainstream: social exclusion in mobile families from home-school partnerships. In: Hill, A. (ed) Parents in Education Around the World. Jordan, E. and Holmes, P. (eds) (1996) What Is Your School Doing for Traveller Pupils? A Staff Development Pack- European Federation for the Education of Occupational Travellers (EFECOT). (Available from STEP). Jordan, E. and Holmes, P. (1997) The Interrupted Learner whose responsibility? In: Bastiani, J. (ed) Home School Work in Mufficultural Settings. David Fulton. Kiddle, C. (1999) Traveller Children. A Voice for Themselves. jessica Kingsley. Kiddle, C. (1999) Our Families. The Fairground.. A Family Business.The Fair Past Present and Future. 3 Books to support the 5-14 Environmental Studies Curriculum. Edinburgh: Scottish Traveller Education Programme. Knaepkens, L (1987) The education of the children of the itinerant population in the twelve member states in the European community.. fairground children. Brussels: Unpublished report for the European Commission. Liegeois, J-P. (1987) School Provision for Gypsy and Traveller Children: A Synthesis Report Luxembourg: Office for Official Publications of the European Communities. Lloyd, G. and Norris, C. (1998) From difference to deviance: the exclusion of Gypsy Traveller children from schools in Scotland. lntemationaijoumal of Inclusive Education, 2 (4), 359~ 369. Lloyd, G., Stead, J. and Jordan, E. ( 1999) Travellers at School: The Experience of Parents, Pupils and Teachers. Edinburgh: Scottish Traveller Education Programme. Lloyd, G., Stead, J., Jordan, E. and Norris, C. (1999) Teachers and Gypsy Travellers. Scottish Educational Review, 31 (1),48-65. Moran, R., Lloyd, M., Carrick, K. and Barker, C. (1 999) Moving Targets. Edinburgh: Save the Children Scotland. OFSTED (1999) Raising the Attainment of Minority Ethnic Pupils. Office for Standards in Education. Reiss, C. (1975) Education of Travelling Children. Report of the Schools Council Project on the Education of Travelling Children. MacMillan. Resolution 89/C 153101 (No C 153/3) (1989) Resolution on the Education of Children of Occupational Travellers. 22 May. European Parliament. Resolution 89/C 153102 (No C 15313) (1989) Resolution on the School Provision for Gypsy and Traveller Children. 22 May. European Parliament. Scottish Executive (1999) Improving Our Schools: Special Educational Needs. Edinburgh: Scottish Executive. Scottish Executive (forthcoming 2000) Ninth Term Report of the Secretary of State's Advisory Committee on ScotJand's Travelling People. Edinburgh: Scottish Executive. Scottish Office (1998) Communities: Change through Learning. Edinburgh: Stationery Office. Scottish Office (1982) Third Term Report of the Secretary of State's Advisory Committee on Scotiond's Travelling People. Edinburgh: Scottish Office. Scottish Office (1998) Eighth Term Report of the Secretary of State's Advisory Committee on Scotiond's Travelling People. Edinburgh: Scottish Office. Scottish Office (1998) New Community Schools. Edinburgh: Scottish Office. Scottish Office (1999) Social Inclusion Strategy. Edinburgh: Scottish Office. Scottish Office Education and Industry Department (1996) Information for Parents. Circular 10196. Edinburgh: Scottish Office Education and Industry Department. Power, S., Whitty, G. and Youdell, D. (1999) Doubly disadvantaged.. education and the homeless child. In: Vostanis, P. and Cumelia, S. (eds) Homeless Children. jessica Kingsiey. Wragg, T. (1999) Keynote address at the Edinburgh/ TESS conference, Sth November, Edinburgh. Videos: STEP/Moray House (1996) Education for Travellers: Support Video. STEP/Moray House (1997) Gypsies & Travellers: Living & Learning. STEP/Moray House (1998) Interrupted Learners. Save the Children Scotland (1999) Moving Voices. About STEP: The Scottish Traveller Education Programme (STEP), funded by the Scottish Executive, is based in the Department of Equity Studies and Special Education in the University of Edinburgh. It has a remit to promote awareness of the unique situation of Travellers in Scotland and a respect for their right to preserve their own distinctive lifestyles within our pluralist society; to assist in developing equity for Travellers and other interrupted learners in accessing education and other public services; and to liaise with similar organisations in the UK, the EU and beyond. As part of the remit STEP produces papers, books and audiovisual materials. Trentham books are able to publish the latest, Travellers and Schools: Education is for Life in the autumn of 2000, based on research into policy and provision in the UK. STEP maintains a national resource centre of historic, social and educational documents including some rare books and audio visual materials for academic reference, research and lending. Contact details: Scottish Traveller Education Programme (STEP), Department of Equity Studies and Special Education, Moray House Institute of Education, Edinburgh University, Holyrood Road, Edinburgh EH8 8AQ. Tel: 0131 651 6371 Fax: 0131 651 6511 E-mail: Betty.Jordan@ed.ac.uk (Dr Betty Jordan, Director) E-mail: Edna.Sommerville@ed.ac.uk (Mrs Edna Sommerville, Administrative Officer) STEP web site: http://www.scottishtravellered.net/index.html About Other Centres: Gypsy / Travellers: Centre de recherches tsiganes, Universit6 Ren6 Descartes, 45 rue des Saints-P'eres, Paris Cedex 06, France. Fax: (33) 1 42 86 20 65 INTERFACE (free journal) Occupational Travellers: The European Federation for the Education of Occupational Travellers (EFECOT), Grensstraat 6, Rue de la Limite, B-1210, Brussels, Belgium Tel: (32) 2 227 40 60 Fax: (32) 2 227 40 69 email: efecot@efecot.net EFECOT Newsline (free journal) ©2000 The Scottish Council for Research in Education. The views expressed here are those of the author and do not necessarily reflect those of SCRE or the funding body. SCRE Spotlights may be photocopied for non-commercial use within your institution. SCRE Spotlights are also available on the lnternet. Many titles are available, cameraready - download them and read them today! You will find directions to the full list of titles on the SCRE Website Home Page. http://www.scre.ac.uk |
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