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1.
Karen E. Broomhead 《Support for Learning》2013,28(1):4-10
This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour – more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple learning difficulties) who frequently displayed challenging behaviour as a characteristic of their SEN. Semi‐structured interviews were conducted with ten parents of children with challenging behaviour, together with 15 educational practitioners employed in mainstream and BESD schools. Findings revealed how several parents, and staff employed in BESD schools, viewed pupils with challenging behaviour as ‘unwanted’ in mainstream schools. The remaining parents, as well as mainstream practitioners, reported the opposite and indicated that these pupils received treatment deemed to be ‘preferential’ in the mainstream. This has direct implications for those concerned with supporting pupils with challenging behaviour in mainstream settings. 相似文献
2.
Mahmoud M. Emam 《欧洲特需教育杂志》2013,28(4):407-422
The number of pupils with autism spectrum disorders (ASD) who receive their education in mainstream schools in the UK has increased considerably over the last 10 years. Despite this increase, teachers and other support staff face a number of challenges in order to ensure that these inclusive arrangements bring maximum benefits to the children themselves, their parents and the school community as a whole. In this study we explore some of the tensions that teachers in mainstream schools may experience, many of which reflect the unique problems that the inclusion of pupils with ASD can present. In addition, we explore how these tensions may shape their views of support arrangements for those pupils. We observed 17 pupils with ASD ranging from 7 to 16 years, all of whom were placed in a regular class in one of eight mainstream schools on a full‐time basis, and carried out interviews with their teachers, teaching assistants (TAs) and special educational needs coordinator. Findings suggest that tensions reported by school staff are inherently shaped by the ASD‐related manifestations, particularly those pertaining to their difficulties in social and emotional understanding. These tensions determine the quality of the transactions and interactions between the teachers and the pupils with ASD. Based on these tensions, teachers form their views of the type of support that is needed for those pupils. Evidence from the data suggests that, in order for these tensions to be kept at manageable proportions, teachers rely heavily on the TA, whose role in working closely with the pupil is perceived as being indispensable. Building on the study’s findings, we suggest a generic conceptualization for the successful inclusion of pupils with ASD, which is grounded in the systems theory perspective of the relationship between the teachers and these children. 相似文献
3.
Caroline Smith 《Educational Psychology in Practice》2001,17(4):337-345
This paper describes teachers, parents and educational psychologists working together to meet the needs of children and young people with autistic spectrum difficulties in mainstream and special schools. It examines the impact on children's social behaviour of a two-session workshop for groups of parents/carers, teachers and learning support assistants about 'Social Stories' (Gray, 1994). It highlights the contribution that Social Stories can make to the management of a wide range of social behaviours, including inappropriate sexual behaviour, unsafe behaviour and obsessional behaviour. Issues raised by the use of Social Stories and their benefits for children with autistic spectrum difficulties are considered. The paper concludes by describing the developing diversity in the use of Social Stories and invites those working in the field to contribute to the body of information about their strengths and limitations. 相似文献
4.
Anne Morgan 《British Journal of Special Education》2007,34(3):144-153
There has been an increased commitment to gifted and talented education in the UK in recent years, with a national strategy of grant-funded programmes. However, research into the effective-ness of gifted programmes is relatively limited. This paper, written by Anne Morgan of the Centre for Education and Inclusion Research at Sheffield Hallam University, investigates parents', teachers' and children's experiences and views of the impact of an enrichment programme for gifted and talented pupils aged five to seven. Methods included a survey of mainstream teachers (n = 15), interviews with parents (n = 17) and activities with pupils (between 16 and 24 children). Results showed that children and parents rated the cluster highly, particularly the varied teaching styles and interaction with other gifted children. There were few concerns regarding withdrawal of children from school in order to attend. All parents felt that their children had benefited from attending and around half said there had been an impact on their social and academic development. Similarly, around half of mainstream teachers said that attending the cluster had benefited children socially and academically. 相似文献
5.
Across the world countries are advocating the education of children and young people with disabilities in mainstream schools. There is also increasing interest in developing effective coordination of the specialist services pupils with disabilities receive from different agencies. This is accompanied by growing recognition that such care coordination can positively influence the experience of inclusion for children and their families. However, while the literature of care coordination generally includes education as a core provider, there is little evidence on involvement of education professionals and the outcomes for children and schools. These issues are addressed by the findings reported here on the role of key workers in care coordination and their relationship with schools. The findings draw on interviews with professionals from seven key worker services across England and Wales, parents and carers who were recipients of these services and teachers in schools serving children supported by key workers. These interviews are part of a wider multi‐method study exploring the effectiveness and costs of different models of key worker services for disabled children. The data reveal the range of education and school issues addressed by key workers and the factors influencing their work with teachers. The benefits for children, families and schools of key worker involvement are identified and the implications for schools explored. Consideration is also given to the advantages and disadvantages of teachers themselves taking on the role of key workers. It is argued that key workers can improve home–school relationships, facilitate the contribution of teachers in inter‐agency working, enable mainstream schools to better meet the individual needs of pupils with disabilities and improve their inclusive practice. 相似文献
6.
Views of Schooling Held by Children Attending Schools for Pupils with Moderate Learning Difficulties
There has been little research into the views of the consumers of the special education service‐‐the children themselves. Social legislation (e.g., the 1989 Children Act in the UK) has emphasised the importance of discovering the views of the child when planning provision. Similar proposals have been put forward in recent UK documents concerning educational provision (DFE, 1993). This paper reports data based on individual, semi‐structured interviews with 56 children (ages 9 to 11) attending schools for pupils with moderate learning difficulties (MLD/MlD). Interviews probed views about special and mainstream schools and pupils, and perceived reasons for transfer from mainstream to special school. Two areas (teachers as a liked aspect of special and mainstream schools, and problems handling playground relationships) point to key areas of concern for children with learning or intellectual difficulties. Overall, MLD school children were supportive of their special schools. This is discussed in relation to categorization theory. 相似文献
7.
Recent legislation by the Department for Education and Employment requires schools to produce written home-school agreements, which should be signed by teachers and parents. Among the benefits expected from this initiative is the creation of a greater sense of partnership between home and school, especially with regard to difficult pupil behaviour. However, research has shown that teachers view parents as being the major cause of pupil misbehaviour, thus creating a potential barrier to a genuine partnership around agreed strategies involving home and school. There is also a belief among teachers that strategies devised for one pupil will lead to negative reactions on the part of classmates. This study examines various aspects of the classroom culture (the belief systems of teachers and pupils) concerning interventions with individual pupils, their teachers and parents. A vignette incorporating elements from two real and successful home-school interventions set up with, and mediated by, educational psychologists, was presented to 206 10 and 11-year-old pupils, and 30 teachers. Analysis of accompanying questionnaire responses allows for the mapping of a range of significant classroom beliefs and expectations, and indicates grounds for some optimism, although careful attention to these 'ecological' features will be necessary before joint home-school strategies can achieve their potential. 相似文献
8.
This paper reports on a study with children and young people who have a parent in prison and identifies ways in which schools might better support these pupils. The paper is based on research and practice with 23 individuals from ten families. It first ‘sets the scene’ for these pupils’ lives by drawing on interviews with parents and carers. This helps to illuminate the context within which these children and young people are growing up. The paper then presents the views, and selected drawings, of the ten children and young people involved. The paper describes the forms of social isolation that families experience when a parent is sent to prison and the dilemmas and difficulties children and young people face at school. The recommendations focus on how individual teachers and schools might respond to the needs of this group. 相似文献
9.
Susan Wise 《Pastoral Care in Education》1999,17(3):14-20
Pupils' perspectives are clearly a very significant element in seeking to understand and evaluate the educational process. In spite of this, research into 'the way pupils see it' has been limited. This paper focuses on a group whose views have so far suffered particular neglect. The writer sought the views of pupils with emotional and behavioural difficulties attending special schools. These pupils were asked what factors had influenced the way they had behaved in mainstream school. Their views on many aspects of their experience have implications which go beyond the education of this specific group. The paper concludes with a number of proposals for changes in mainstream education which might reduce the number of pupils currently educated outside the mainstream. 相似文献
10.
Several early learning programmes have targeted children's reading, particularly their relationships with books. One, Bookstart, provided free books to babies attending their eighth-month health check at local clinics. Study of this programme suggested that it led to an improvement in language performance upon school entry. Booktime continues from Bookstart and involves the donation of a book pack to five-year old children in their first school term. This paper reports an evaluation of the impact of Booktime on the views about, and enjoyment of, reading, of participating children and on the views of parents/carers about helping their children with reading. 相似文献
11.
Norah Frederickson Alice P. Jones Jane Lang 《Journal of Research in Special Educational Needs》2010,10(2):63-73
In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of inclusive placements are consistently more positive where there is an ASD resource base in the school. This study was designed to investigate characteristics of the provision available to pupils with ASD in mainstream schools with and without a specialist ASD resource base. Information was gathered from semi‐structured interviews with staff in 26 schools about levels of inclusion and support, about the strategies used to support pupils with ASD, both at an individual and whole school level, and about changes considered desirable. Interviewees were also asked to describe how they would respond to scenarios depicting situations that are commonly experienced in working with pupils who have ASD. Findings confirmed that the features of mainstream placements identified as important by parents of children with ASD were more likely to be found in schools with ASD resource bases. However, it was found that comparable provision could be made across settings given appropriate staff training. Scope for further development across settings was also identified, particularly in the use of evidence‐based peer‐mediated strategies. 相似文献
12.
Kauser Pervin 《Pastoral Care in Education》2013,31(3):14-18
Pupils’ perspectives are clearly a very significant element in seeking to understand and evaluate the educational process. In spite of this, research into ‘the way pupils see it’ has been limited. This paper focuses on a group whose views have so far suffered particular neglect. The writer sought the views of pupils with emotional and behavioural difficulties attending special schools. These pupils were asked what factors had influenced the way they had behaved in mainstream school. Their views on many aspects of their experience have implications which go beyond the education of this specific group. The paper concludes with a number of proposals for changes in mainstream education which might reduce the number of pupils currently educated outside the mainstream. 相似文献
13.
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist. 相似文献
14.
Loizos Symeou 《British Journal of Sociology of Education》2007,28(4):473-487
In this paper, I present the findings of a study which explored teacher‐family collaboration in state primary schools in Cyprus. The research strategy was one of multiple case study, with a sample of seven teachers, their pupils and the pupils' parents. The research approach was ethnographic and the data set reported in this paper includes the data collected from the field of two of the sites. The analysis of the data showed that participant parents, regardless of their background, valued their children's educational success, wanted their children to do well in school, and correspondingly saw themselves as supporting their children in one way or another. The evidence, however, demonstrated a variation in familial perspectives and needs and a considerable distinction in how families of different background used their school contacts. These conclusions draw on Bourdieu's views of cultural capital and seem quite consistent with the findings of other researchers elsewhere. 相似文献
15.
This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England . Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. Of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or ‘boring’; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self-review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision. 相似文献
16.
Alison Kelly Juliet Alexander Umar Azam Carol Bretherton Gillian Burgess Alice Dorney 《British Journal of Sociology of Education》1982,3(3):281-295
Parents of 116 first‐year pupils at an urban comprehensive school were studied by questionnaire and interview. They were asked about their educational and occupational aspirations for their children, their views on sexual equality and their children's out‐of‐school activities. Educational aspirations were found to be high, with little differentiation between the sexes. Parents were enthusiastic about their daughters studying physical science and neutral about craft subjects. Occupational aspirations were also high and although they tended to be sex‐stereotyped, parents were found to be generally supportive of non‐traditional choices. Class differences were few. Most parents were in favour of working mothers, equal pay and men helping with housework. However these egalitarian attitudes coexisted with more traditional assumptions about male breadwinners and a woman's main responsibility being to her children. Parents’ own domestic labour and that which they required of their children was strongly sex‐stereotyped. The messages which children receive about gender from their homes are contradictory, but not as uniformly traditional as many teachers assume. 相似文献
17.
Suzanne Mukherjee Jane Lightfoot Patricia Sloper 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):59-72
This paper reports on a study which investigated the support needs of pupils in mainstream school with a chronic illness or physical disability. The research was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pupils in secondary school; 58 parents of primary and secondary school pupils; and 34 primary and secondary school teachers. Overall, the data from young people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of teachers' awareness and understanding of special health needs. A number of areas where young people need support from teachers were identified, including: dealing with school absence; taking part in school activities; peer relationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indicate that school staff need assistance with obtaining health-related information; ensuring health-related information is passed between and within schools; providing emotional support; the provision of medical care; and coordinating support for this group of pupils. The implications of the findings for teachers, schools and educational policy are discussed. 相似文献
18.
《师资教育杂志》2012,38(4):400-415
This article describes a novel UK school/university partnership, the Plymouth Model designed to encourage young people from disadvantaged backgrounds to aim for higher education (HE) study. The model incorporates the activity of university students, researchers and teachers working together to improve aspirations and outcomes for pupils and potentiate their own intellectual, professional and personal development. Background policy and curriculum development models are outlined and a UK study in which inner city primary and secondary school teachers’ views and pupils’ aspirations were gauged before and after the school/university partnership model was implemented. The intervention led to a significant increase in pupils’ motivation to go on to HE study and findings further suggest that the problem of aspiration and motivation for progression to HE may lie not with the pupils themselves, or with their parents or carers but with their teachers. The serious implications of the findings for policy and practice are discussed and suggestions made for future research. 相似文献
19.
Since the advent of the ideology of inclusion, several concerns have been raised worldwide regarding the effectiveness of its implementation. In the UK, governmental evidence suggests that maintaining pupils with special educational needs and/or disability (SEND) within mainstream school settings, is one of the greatest challenges (DfE, 2018). There is now, more than ever, the need to explore pupils with SENDs’ mainstream experiences and understand the challenges they encounter. This study explores the voices of secondary‐aged pupils with social emotional mental health difficulties and moderate learning difficulties as a way of understanding their needs and thus, facilitating their inclusion. Thematic analysis was employed to analyse data from semi‐structured interviews with 37 pupils with SEND and 8 typical pupils as a comparable group. The findings indicate that the school experiences of pupils differ based on their type of need. Yet, despite the differences, all the pupils expressed similar views on what makes a positive school experience. The four emerged themes were interesting lessons, effective control of challenging behaviour, equal allocation of teachers’ support and positive relations. The study concludes by proposing that listening to the voices of pupils with SEND can be a powerful tool to inform inclusive practice. 相似文献
20.
A group of twelve pupils from an emotional and behavioural difficulties (EBD) school were transferred to a mainstream comprehensive school. They were supported by a specialist teacher and two Educational Support Assistants. The behaviour of the pupils was monitored. The behaviour of the EBD pupils was found to be very similar to that of the other pupils in the school. Only two of the EBD boys showed behaviour significantly worse than their peers. On the whole, the EBD pupils behaved extremely well in well-run classes, but their behaviour deteriorated in less well-organised lessons. Their behaviour tended to decline over the course of the school day, and the behaviour of all the pupils in the school was shown to be worse for the last period of the day. The implications of this research on the whole concept of EBD is discussed, as is the role, attitudes and practice of both teachers and educational psychologists. 相似文献