Education, Social Justice and Inter-Agency Working

• 1. Introduction Sheila Riddell 2. 'Joined Up Thinking'? Inter-agency Partnership in Education Action Zones Sally Power 3. Education Action Zones and Zones d'Education Prioritaires Richard Hatcher and Dominique Leblond 4. Co-ordinated School-linked services; The US Experience William Lowe Boyd and Robert L. Crowson 5. Full-Service Schooling : From 'At Risk' Student to Full-Status Citizen in Australia? Robert Semmens 6. New Scotland, New Labour, New Community Schools: New Authoritarianism Stephen Baron 7. Schools, Community Education and Collaborative Practice in Scotland Lyn Tett, Pamela Munn, Helen Kay, Ian Martin, Jane Martin and Stewart Ranson 8. The Nature of Special Educational Needs Partnerships Enid Mordaunt 9. Supporting Pupils with Special Health Needs in Mainstream Schools Jane Lightfoot, Suzanne, Muckherjee and Patricia Sloper 10. Housing and Schooling; A Case Study in Joined-Up Problems Jill Clark, Alan Dyson and Alan Millward 11. 'Some woman came round.' Inter-agency Work in Preventing School Exclusion Gwynedd Lloyd, Andrew Kendrick and Joan Stead 12. Social Inclusion or Exclusion? Recent Policy Trends in Scottish Children's Services for Disabled Children E. Kay M. Tisdall 13. Inter-Agency Strategies in Early Childhood Education to Counter Social exclusion : Findings for Six European Countries Emer Smyth 14. Involving Parents in their Children's Education in Japan and Scotland. Contrasts in Policy and Practice Hiroyuki Kasama and Lyn Tett 15. Exploring the Tailored Approaches of New Deal for 18-24 Year Olds Jane Salisbury 16. Disabled People, Training and Employment: Joined-Up Policy and its Tensions Sheila Riddell and Alastair Wilson

'The book is clearly current, but it will remain relevant to anyone with an interest in inter-agency working.' - Rob Watling, University of Leicester, Social Policy'The authors of Education, Social Justice and Inter-Agency Working hope that this collection of papers leaves the reader with many questions to ponder.' It does, but it does more than that: it obliges the readers to decide which version of joined-up thinking they wish to practise.' - Paul Taylor, European Journal of Social Work