THE DEVELOPMENT AND IMPLEMENTATION OF SPECIAL EDUCATION POLICY: WHERE DID THE 1981 ACT FIT IN?

The passage of legislation is just one point in the process of negotiation and bargaining which formed the will to legislate and continues throughout the period of policy implementation. Using the 1981 Education Act as a case study, this paper develops a conceptual framework which sees education legislation as a significant reference point, a statement of government intent, but implementation as a political process involving negotiation, bargaining and compromise between different sectors of government, between central and local government, between education, health and social services, between administrators and professionals, and with parents.     

CRIME IN THE IVORY TOWER: THE LEVEL AND SOURCES OF STUDENT VICTIMIZATION*

Contrary to the image of college campuses as “ivory towers,” the victimization of college students recently has been portrayed as a serious problem deserving policy intervention. Based on interviews designed after the National Crime Victimization Survey, which were conducted with 3,472 randomly selected students across 12 institutions, we examined both the level and sources of students'victimization. More than one-third of the sample reported being victims during the 1993–94 academic year. Informed by the lifestyle-routine activities approach, the analysis revealed that the risk of property victimization was increased by proximity to crime, target attractiveness, exposure, and lack of guardianship. The main predictor of violent victimization was a lifestyle that included high levels of partying on campus at night and the recreational use of drugs.     

A Poverty of Imagination: Blaming the Poor for Inequality

Inequality in Britain today is now so deep that the top 10 per cent own 100 times more than the bottom 10 per cent, yet there is remarkably little public concern or anger about poverty. Indeed, compassion and concern for the poorest in society has actually declined in recent years due to the continued, and even increased, prevalence of the view that poverty is largely caused by laziness and lack of willpower, or is simply an unavoidable fact of modern life. Either way, many people tacitly accept that ‘the poor will always be with us’. Moreover, much of the British public believes that there are sufficient opportunities to succeed for those who try hard enough, and also that it is the middle class which actually struggles the most, economically or financially. These assumptions are highly conservative in their ideological and political implications because they limit public support for egalitarianism and extensive wealth redistribution from rich to poor.