The risk of exclusion for these children is likely to increase if schools are under stress and individual teachers are having difficulty managing their work.

Eight out ten parents do not believe that their child's individual needs are being met in school and more than half (55 per cent) actually had identified special educational needs.

Half of these parents cited difficulty with work set, problems with learning, and attitudes in school.

Dawn's story about her son, Ryan, is typical.

"We were worried about him," she said. "We were in constant touch with the school and his teacher, but we didn't know what to do. It was becoming desperate.

"Schools have little time for disruptive pupils. But that makes it difficult for children to change their behaviour."

More than eight out of ten parents cited difficult peer relationships being the cause of their child's problems, and of these, two thirds mentioned bullying, with their child either the victim or the bully.

Often parents disagree with the reasons given by schools for exclusions, either because they feel the situation had been overstated or they disagree with the school's description of the circumstances leading to the exclusion.

Around seven in ten cited the child's school and the school's view of their child, including the school viewing their child as disruptive and/or aggressive.

About two thirds mentioned upsets, difficulties or changes at home just before an exclusion or behaviour outside school. This included separation of parents, difficulties with siblings or a death of a close relative.

Other factors included the relationship the parents had with the school.

Many parents wanted to see better communication between home and school to prevent exclusion, while others wanted more support for their child in school.

"The research found that understanding of and provision for special educational need is central to the management of children at risk of exclusion," said Dr Hayden, author of the report.

Often school or staff attitudes were blamed and many teachers were said to lack knowledge and understanding about a particular child's needs.

Other factors were too few classroom assistants, simply too few resources to address a child's needs and even a belief that the exclusion of a child would lead to more resources being made available to meet that child's needs.

Once a child has been excluded, many parents reported not getting enough support for themselves or their children. The research found that excluded children waited an average of four months before they received any alternative educational provision.

And when work was provided, parents were dismayed at the quantity and quality and reported that it was often not marked.

One mother said: "They reluctantly handed me a wad of papers and said 'here is some homework to do' and then, when we got home, the maths he couldn't do and I couldn't do.

"What happened was there were colours in the homework that he couldn't relate to and because they'd photocopied it, it had all come out black and white.

"So, we couldn't do the maths and I spent money on hiring a maths teacher... It was slap-dash, it was like 'take this and just get out of our sight'."

For the pupils who were excluded six out of ten felt their exclusion was unfair in that they had been singled out, falsely accused or that what they had done was not serious enough to warrant exclusion.

"I never really caused any harm," said one child.

Children who believed their exclusion was unfair were often angry about what happened to them and had a real sense of injustice whereas those who felt the exclusion was justified, were more likely to feel sadness.

One commented: "In year five or six a boy started beating me up and strangling and chasing me. They didn't punish him."

While another said: "There were other kids involved, but they all got away with it without being punished. They had a chance to get their story straight and they stitched me up."

One child even reported that their teacher had told him, when they were alone together that it was "easier to get rid of me than the other pupils".

Many felt they should have been given another chance.

One child said: "I only had one chance. Everyone else has two or three chances."

The report makes it clear that schools need more resources to deal with children in danger of being excluded so that the needs of these children - many of whom already have identified special needs - can be more adequately addressed.

The messages in the report appears to confront some of the contradictory sounds coming from Ministers at the moment about exclusions and the education of children with special needs.

On the one hand the Government wants to see more children with special needs integrated into mainstream schools. It also wants to see a cut in the number of exclusions.

But on the other hand, they are increasing the power of heads to exclude disruptive pupils.

Is it really any surprise that the number of exclusions quadrupled in the 1990s at the very same time when special schools were being closed down around the country in the name of "inclusive education"?

The Outside Looking In report recognises that properly addressing the special needs of pupils is key to reducing the number of exclusions.

The report recommends:

Margaret McGowan from ACE said: "Parents comments on our helpline indicate that not all schools are following government guidance on the provision of suitable support for children's needs, which means children are being excluded unnecessarily.

"Programmes like Excellence in Cities are beginning to provide extra help including mentors and counsellors, but more still needs to be done.

"Some schools are not following Government guidance on running exclusions procedures and don't allow parents and children a fair hearing.

"What is not being addressed is parents' vital need for support and advocacy when making representations to governors or appeals if they feel the exclusion is unfair.

"The research shows that as well as shutting children out of education, exclusion can have extremely distressing and disruptive effects on family life."

Chris Osborne, education programme manager at The Children's Society, added: "Exclusion is a serious sanction and too many children and their parents are left feeling isolated by the process.

"As a result, some serious difficulties that children face aren't being addressed. We know that if we exclude children where we could be helping them, we are undermining their future.

"It's particularly alarming that some children in extremely difficult circumstances are being penalised rather than being helped.

"Teachers have a tough job and they need more support to help children stay in school. We need to work together with teachers, pupils and parents to make sure children have their needs met."

With Ryan, the story had a happy ending. He was put in touch with a specialist worker from a Children's Society project who helped the youngster develop strategies to control his temper and calm him down.

"The change was almost immediate," said Dawn. "The root of the problem was that Ryan felt he was doing everything wrong. He never received praise for anything he did.

"Working with the Children's Society changed that. He did the things he enjoyed and was good at. We also saw that we had to encourage him. This built up his confidence and he realised he could be well behaved.

"Now he enjoys school. He's a bright boy, and I like to think he has a bright future ahead of him."

Outside Looking In by Carol Hayden and Simon Dunne is published by The Children's Society, price £14.95 and available by phoning 020 7841 4415 or through www.childrenssociety.org.uk

ACE can be contacted at 1c Aberdeen Studios, 22 Highbury Grove, London, N5 2DQ.
Tel: 020 7354 8318.
E-mail ace-ed@easynet.co.uk
ACE website
Exclusions helpline is 020 7704 9822