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1.
In this article, Garry Hornby and Roger Kidd provide a follow-up to their own investigation of the outcomes of an inclusion project in Yorkshire ten years ago. Twenty-nine students were transferred from their special school for pupils with moderate learning difficulties into mainstream schools. Hornby and Kidd now report high levels of unemployment amongst these young people and indications that the quality of their adult lives is less than satisfactory. The results of this small-scale survey will raise important questions for all those concerned with current trends in the education of pupils with learning difficulties and their transition into adulthood. 相似文献
2.
Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools. 相似文献
3.
A follow‐up study was conducted on ex‐students of a residential special school for children with emotional and behavioural difficulties in New Zealand. Previous research on post‐school outcomes for students with emotional and behavioural difficulties has found low levels on quality of life indicators such as education, employment and community adjustment. Twenty‐nine ex‐students and/or their parents or caregivers were located and interviewed 10–14 years after they had left residential school. Interviews focused on their educational achievement, employment record and community adjustment. Findings indicated low levels of achievement in terms of educational qualifications and employment records, high rates of involvement with the criminal justice system and low levels of community adjustment. Implications of the study findings suggest that key factors in improving student outcomes are establishing effective procedures for transition, providing ongoing support for ex‐students, and better special needs training for teachers in mainstream schools. 相似文献
4.
Abstract As LEAs and schools develop their inclusive policies and practices, arguments about how to provide the most effective education for pupils with EBD continue. Is it possible to provide high quality education for this group in mainstream schools whilst not adversely affecting the education of the other pupils? What are the consequences of placing the most disturbed pupils in special schools? What do the pupils themselves think? This article draws on findings from 26 interviews with former pupils of an EBD residential school. We were interested in their opinions about the quality of education and care they received at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils have very positive memories of the school and felt that it had helped them to overcome their learning and behavioural difficulties. The findings have key implications for the development of policy and practice. 相似文献
5.
John Baker 《British Journal of Special Education》2009,36(4):191-197
This article is based on empirical research undertaken by John Baker, headteacher of the largest day special school for pupils with a range of learning difficulties in Essex, as part of his EdD studies at the Institute of Education, University of London. Its focus is on the perceived challenges and opportunities which headteachers of special schools for pupils with learning difficulties and disabilities (LDD) are facing and on the strategies they are using to manage these challenges and opportunities. A group of nine head teachers from one local authority in the southern half of England formed the sample for this study. The methodology employed postal/email questionnaires with follow‐up semi‐structured interviews with a subgroup of four headteachers. The main challenges identified by the special school headteachers were constant change, relentless school improvement, funding concerns, bureaucracy and maintaining a balance between work and private life. Perceived opportunities included partnership links with other schools and outreach services to mainstream schools; other initiatives such as specialist school status and Building Schools for the Future were also identified. John Baker suggests strategies to help headteachers meet these challenges and ensure that opportunities become realities. 相似文献
6.
7.
D M Mertens 《American annals of the deaf》1989,134(1):15-19
The purpose of the present study is to investigate the reasons why hearing-impaired students describe their high school experiences as positive or negative and to identify the specific classroom dynamics that contribute to or detract from social development. Data were collected from 49 hearing-impaired undergraduate students who were asked to describe their high school experiences on an open-ended questionnaire with a follow-up interview. The results indicated that graduates of residential programs described their social experiences significantly more positively than graduates of mainstream programs. Reasons included their teachers' ability to sign, socializing with friends and participation in after-school activities. Positive feelings in mainstream programs were associated with such factors as availability of supportive services, ability to voice and lipread, parent involvement, encouragement of interaction and deaf awareness by the teachers. Mainstream students who had the benefit of supportive services reported different perceptions of supportiveness of the academic environment and of teachers' expectations than did those who had no such services in high schools. Implications are drawn for the improved academic and social development of hearing-impaired high school students. 相似文献
8.
Departmental differences in attitudes to special educational needs in the secondary school 总被引：1，自引：0，他引：1
As trends in favour of inclusion continue, questions arise concerning the extent to which teachers in mainstream schools feel prepared for the task of meeting pupils' special educational needs. Little previous research has considered how the subject taught impacts upon the attitudes of mainstream teachers towards pupils with special educational needs. In this article, Jean Ellins, research fellow at the University of Birmingham, and Jill Porter, senior lecturer at the University of Bath, report on their research into the attitudes of teachers in one mainstream secondary school. Building a detailed case study using documents, records of pupil progress, an interview and a questionnaire using a Likert-type attitude scale and open-ended questions, these researchers set out to explore distinctions between the attitudes of teachers working in different departments. Their findings suggest that the teachers of the core subjects, English, mathematics and science, had less positive attitudes than their colleagues. Further, pupils with special educational needs made least progress in science where teacher attitudes were the least positive. Jean Ellins and Jill Porter review the implications of these findings and make recommendations for future practice and further enquiry. 相似文献
9.
The study aimed to explore teachers’ attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children’s difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children’s difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed. 相似文献
10.
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
11.
Sarah Shearman 《Emotional and Behavioural Difficulties》2013,18(1):53-76
Abstract Current education policy is oriented towards including children with special educational needs in mainstream classrooms. Hitherto they have been, on the whole, educated in special schools. Children with special educational needs include those who are physically disabled, those with learning difficulties and those with emotional and behavioural difficulties. It is the inclusion of this last group which is raising problems in mainstream classrooms. The article draws on psychoanalytic concepts in order to examine the reality of inclusion for three primary-age children with emotional and behavioural difficulties. Observational material is presented which shows the impact of inclusion policy on the children, their teachers and their learning support assistants. There is also discussion of the work of the behaviour support teacher, whose job is to reduce exclusions and help schools to become more inclusive. 相似文献
12.
Maja Kuronja Branka Čagran Majda Schmidt Krajnc 《Emotional and Behavioural Difficulties》2019,24(1):36-49
This study investigates primary school teachers’ sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers’ self-efficacy, efficacy beliefs on their ability to teach LEBD pupils, and perceived ability to apply knowledge from different socio-pedagogical areas. Mainstream classroom teachers perceived higher efficacy in collaborating with parents of LEBD pupils, in most aspects of their ability to handle pupils’ learning and behavioural problems, and in most aspects of their ability to use knowledge from different socio-pedagogical areas. Conversely, special classroom teachers perceived higher efficacy in aspects related to their pupils’ engagement and comprehension of learning material, and in their classroom management ability, particularly in managing pupils’ disruptive behaviour. 相似文献
13.
《British Journal of Special Education》1989,16(4):161-162
Garry Hornby, lecturer in special education at Hull University, suggests a model for parent participation in special education. The model focuses on meeting parents' needs and on using their contributions in order to offer guidelines to teachers on ways of working with parents. 相似文献
14.
During the past ten years in the UK there has been a considerable increase in the number of teaching assistants (TAs) appointed to work alongside teachers in schools. A significant number of these colleagues are appointed to support pupils with special educational needs (SEN), including those with social, emotional and behavioural difficulties (SEBD). This paper reports on the ways in which the role of the teaching assistant in supporting pupils with SEBD has been developed in schools for pupils aged 7–11 years in one English Local Education Authority (LEA). It suggests that there are several models of support emerging and that the role of the teaching assistant is perceived as crucial to the effective inclusion of pupils with SEBD in mainstream classrooms. 相似文献
15.
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
16.
Lee Ann Truesdell 《The Urban Review》1988,20(1):42-58
Mainstreaming in an urban middle school was examined for three years by a participant observer. It was hypothesized that the school's organization and culture would affect mainstreaming. Findings confirmed this hypothesis. Homogeneity of academic classes and the requirement that students fit into academic groups limited access for special education students to classes where they could function academically as the students did in general education. Criteria for selecting students were not delineated; special and general education teachers communicated informally and irregularly about their students' functioning in mainstream classes; and students received little help with their academic mainstream responsibilities. Students from special education were added to regular classes that were already very large and teacher permission was necessary to include a mainstream student in a general education class. Some school factors facilitated mainstreaming. The principal advocated it and supported its implementation. Special education teachers initiated mainstreaming through their social networks in the school. Heterogeneous groups in minor subjects offered classes with a wider range of ability within which special education students could function, and low track homogeneous classes provided environments that were more like special education classes. 相似文献
17.
Geoff Lindsay Julie E. Dockrell Clare Mackie Becky Letchford 《Journal of Research in Special Educational Needs》2005,5(3):88-96
Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education. 相似文献
18.
Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD). As a consequence, they are less frequently attempted. This article reports one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy. The students' views remind professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies. The article also reflects on a number of issues to consider when implementing such projects in special education contexts. 相似文献
19.
《British Educational Research Journal》2004,30(1):43-65
This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision‐making in education. Most children expressed positive evaluations of their schools and the teaching they received, while a significant minority expressed mixed views. A significant proportion in the mainstream preferred learning support in withdrawal settings. While the majority in both settings preferred their current school, a significant minority in special school preferred to be in a mainstream setting. A notable emergent theme from the study was the high incidence of ‘bullying’ that was experienced. Though experienced in both settings, those in special schools experienced far more ‘bullying’ by children from other mainstream schools and from peers and outsiders in their neighbourhood. These findings are discussed in terms of the tensions or dilemmas about difference that were experienced and their implications for the move towards greater inclusion. 相似文献
20.
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