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1.
The paper addresses aspects of teacher contacts with the parents of children with special educational needs in the broader context of parent–teacher relations. Data are presented from a large-scale survey of teachers of Key Stage 2 children (7–11-year-olds) in England in 1998 and are compared with data from a similar survey in 1981. Levels of consultation with parents have increased across the two surveys and it is very unusual for a teacher not to have had a meeting with a parent of a child with SEN during the current school year. There is a tendency for levels of contact with the parents of ethnic minority pupils to be lower than that for other pupils. There is also a markedly higher level of non-contact in schools serving areas of poverty compared with more affluent schools. A tension is identified between an agenda of home–school partnership and a set of attributions for the causes of children's difficulties which locates these in deficiencies in the home. However, teachers in the later survey were less likely to identify the home as the source of problems than were teachers in 1981. The paper suggests that considerable progress has been made towards fulfilling the conditions for home–school partnership, but that there remain areas of concern. 相似文献
2.
Lesley Abbott 《International Journal of Inclusive Education》2013,17(6):627-643
Inclusion has been a central educational issue for well over a quarter of a century, with continuing emphasis worldwide on initiatives by governments, Higher Education Institutions and schools that respond to the needs of children and young people with learning difficulties, disabilities or other disadvantage. This paper reports how Northern Ireland head teachers interpret inclusion in the nursery, primary, post‐primary and special sectors. Those in mainstream schools showed whole‐hearted commitment to the philosophy and practice of inclusion, and could critically examine what they have achieved so far. However, they recognized persistent and varied constraints both within and beyond their schools. Head teachers in the special sector perceived their schools to have a multiple role in providing for pupils with the greatest need, reintegrating those on placement into their regular schools, and offering outreach support to mainstream colleagues. The implications for all aspects of teacher education were identified, for beginning teachers, for more experienced practitioners and for the head teachers themselves. A number of key factors were suggested to make inclusion work. 相似文献
3.
Whilst stress in teaching has received much attention in recent years, for teachers of children with special educational needs (SEN) specific stress-related research is relatively rare. This study sought to address this issue by investigating stress, burnout and workload in teachers of children with special educational needs. A postal questionnaire was sent to 56 ordinary schools and eight schools for children with moderate learning difficulties (MLD), eight for children with severe learning difficulties (SLD) and eight for children with emotional and behavioural difficulties (EBD). The schools were situated in inner city, urban and rural areas in the south-east of England. A total of 221 teachers responded. Results indicated that, whilst generalised claims for burnout may not be justified, within all three special school settings there was evidence of a high level of emotional exhaustion as measured by the education version of the Maslach Burnout Inventory (MBI). In addition, all groups were subject to long hours of work, and work overload was high for ordinary school SEN teachers and teachers working in MLD and SLD settings. Reference to sources of intense stress indicated some differences according to setting but generally implicated workload and challenging behaviour. The conclusions are that further research into stress and burnout of SEN teachers is required if effective coping and preventative strategies are to be designed. 相似文献
4.
Research and recent policy developments in Eire highlight that there is a growing number of children in Irish schools presenting with special educational needs, leading to an increased need for Educational Psychology services. This research utilised case studies of children who were presenting to teachers with academic, social, emotional or behavioural difficulties. Semi-structured interviews were used to explore the perceived effectiveness of consultation as a model of delivery for Educational Psychologists (EPs). Each case comprised a teacher, parent and psychologist, (n = 9) from three different case studies. This research found potential benefits of consultation particularly for children and parents, although the results from this study are difficult to generalise, given the small sample size. This study has practical implications for EPs: by understanding parents’ and teachers’ perspectives this can help EPs in future planning for consultation. Further research should explore children’s perceptions of consultation. 相似文献
5.
In this article, Anies Al‐Hroub, assistant professor of educational psychology and special educational needs at the American University of Beirut in Lebanon, and David Whitebread, senior lecturer in psychology and education in the University of Cambridge Faculty of Education, discuss the identification, by teachers, of children who are gifted in mathematics and who also experience reading difficulties or specific learning difficulties. The findings reported here are based on research carried out in three state schools in Jordan, and reveal the extent to which teachers accurately nominated the ‘dual‐exceptional’ children studying in their classes. The paper reviews the issues and evidence relating to teacher nomination of these children and examines the quality of teacher nominations by comparing them with identification procedures using psychological and dynamic testing. Anies Al‐Hroub and David Whitebread reveal that the accuracy of the teacher nominations recorded in their research was highly variable and explore a series of factors influencing the processes of teacher nomination. They argue that teacher nomination is an essential first element in the identification process and can be easily improved. The authors call for professional development for teachers in order to raise awareness and to enable them to provide support for children with complex special educational needs more effectively. 相似文献
6.
This article summarises three case studies examining the implementation of inclusive practices, which evidence the exclusionary pressures acting in school settings that put the needs, rights and entitlements of vulnerable children and young people at risk. It examines how three very culturally different secondary schools in England interpreted inclusive policies and illuminates the various constraints to the implementation of inclusive practices as experienced by senior leaders, teachers, parents and pupils in these schools. Conceptual unpreparedness towards inclusion versus integration, knowledge and false conceptualisations of special educational needs and difficulties associated with differentiation and time limitations were the main barriers presented. The implications for initial and professional teacher education are posited; it is suggested that inclusion can work by removing the diagnostic paradigm associated with special educational needs and by creating a framework for teachers' lifelong learning focusing on a social justice oriented pedagogy that will empower teachers conceptually and practically. 相似文献
7.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
8.
Karen E. Broomhead 《Journal of Research in Special Educational Needs》2016,16(1):57-64
A wealth of literature has identified that children with behavioural, emotional and social difficulties (BESD) and their families are frequently stigmatised due to the perceived controllable and ‘invisible’ nature of this special educational need (SEN). Yet little research has considered the impact of this stigma on another group of individuals, educational practitioners employed in BESD schools. This is despite these professionals working in close contact with pupils with BESD, a heavily stigmatised group, on a regular basis. This paper therefore, details a study which explored perceptions of stigma specifically with educational professionals employed in schools for pupils with BESD. Semi‐structured interviews with nine practitioners (including head teachers and class teachers with additional responsibilities) were conducted, all of whom had worked within the BESD sector for at least 10 years, with data being analysed via Interpretative Phenomenological Analysis (IPA). Findings revealed how educational practitioners employed in BESD schools experienced courtesy stigma, with many not being perceived as ‘proper’ teachers due to a discourse of care surrounding BESD. Other professionals reported much confusion from their mainstream colleagues and other individuals about how they could want to work with such ‘challenging’ pupils. This courtesy stigma was linked to the wider stigma surrounding BESD schools, which were often ignorantly perceived to be full of ‘bad boys’ or ‘absolute horrors’. This paper concludes by considering the implications of these findings for policy and practice, and provides recommendations for addressing the identified stigma towards practitioners employed in BESD schools. 相似文献
9.
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
10.
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
11.
Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies. 相似文献
12.
Tony Cooper Keri Wilton Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11
This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services. 相似文献
13.
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
14.
This study is based on case studies of five inner city schools and focuses on organisation and teaching approaches used by teachers of Year 2 classes. It also addresses teaching approaches adopted and support for children with ‘additional’ educational needs, operationalised in terms of both special educational needs (not necessarily statemented) and English language needs. Planning was almost universally carried out on a weekly basis, with longer‐term planning also being apparent. Varied responses in relation to teachers’ aims and teaching approaches adopted emerged. These were frequently reported to have changed as a result of the National Curriculum. The majority of teachers reported that they grouped children on the basis of their ability. Children with language needs and with special educational needs were not equally distributed amongst the schools in the study and the support available for these children differed markedly. The findings are discussed in the context of past research and current policy. 相似文献
15.
Recent decades have witnessed dramatically improved survival rates for infants born prematurely, especially those born very
and extremely preterm. Follow-up studies concerned with long-term neurodevelopmental outcomes for children born preterm indicate
that these children are at high risk for a range of cognitive, learning, neuromotor, and behavioral difficulties. However,
to date, most of the existing literature has tended to focus on the medical and developmental impact of preterm birth, with
little consideration given to the educational implications. Addressing this research gap is important since cognitive and
educational difficulties represent the most commonly occurring cluster of adverse outcomes affecting children born very or
extremely preterm, with up to two thirds likely to require educational assistance during their school years. The goal of this
review is to provide an overview of existing research findings relating to the educational needs of school-age preterm children.
Methodological issues that need to be addressed in future outcome research relating to the developmental and educational needs
of very preterm children are also highlighted. Finally, implications of existing findings for educational psychologists, counselors,
teachers, and teacher educators are discussed in terms of the roles of society, education systems, schools, and teachers. 相似文献
16.
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
17.
Since the election of the Labour government in 1997, England has seen policy changes leading to increased rights for students with special educational needs (SEN), including those with behavioural, emotional and social difficulties (BESD), to be educated in mainstream schools. The present paper reports on the findings of a small-scale study conducted with a sample of mainstream secondary school teachers across the UK. Semi-structured interviews were used to investigate their experiences and approaches to including students with BESD in mainstream education. Teachers spoke of the challenges to effective inclusion centring on lack of resources and level of expertise. Despite identifying a variety of strategies for working with students with BESD, the issues raised by teachers bear striking resemblance to those acknowledged in policy over 20 years ago suggesting that regardless of Labour's changes, longstanding obstacles to inclusion have yet to be addressed. 相似文献
18.
Evaluation of a short version of the Illinois Loneliness and Social Satisfaction Scale in a sample of students with and without special educational needs – an empirical study with primary and secondary students in Austria 
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下载免费PDF全文 Susanne Schwab 《British Journal of Special Education》2015,42(3):257-278
The first aim of this study was to evaluate the appropriateness of a short version of the Illinois Loneliness and Social Satisfaction Scale with children with special educational needs. The second aim was to explore loneliness in relation to self‐perceived social integration, school well‐being and the social self‐concept of students from primary and secondary schools, in both inclusive and regular classes. This study had 1,115 student participants (408 fourth graders and 707 seventh graders), of whom 126 were diagnosed as having special educational needs. Factor analyses confirmed a unidimensional latent factor structure. The scale showed satisfactory reliability and the validity coefficients indicated that the scale is suitable for surveys including students with special educational needs. Generally speaking, the level of self‐rated loneliness is low. Nevertheless, students with special educational needs in inclusive classes felt significantly lonelier than students without special educational needs in inclusive classes. 相似文献
19.
The present study examines the sources of job stress in a national sample of 373 Greek special education teachers, using a self‐report questionnaire assessing job stress, its perceived sources, and its demographic and professional characteristics. Although the participants in general considered their job moderately stressful, they felt stressed by issues concerning the special needs child, such as the child's progress, safety, and social development. More than half of the teachers indicated that teaching children with autism poses major stress to them, followed by teaching students with behavioural and emotional difficulties. Regression analysis showed that the implementation of the special educational curriculum was the most important predictor of job stress, followed by the social and academic progress of children. The implications of these findings for in‐service and pre‐service teacher preparation, support, and awareness‐raising regarding job stress are discussed. 相似文献
20.
《British Journal of Special Education》1988,15(3):123-125
This survey of parental perceptions of special schooling for pupils with moderate learning difficulties is, as the authors recognise, a modest one which includes methodological flaws and question bias. Nevertheless, given the relative lack of data in this area, the findings deserve to be more widely known. In addition to suggesting a strong consensus of parental support for some special schools the article indicates the need for LEAs to involve and consult both parents and teachers in any proposed programme of special school closures. Ron Dawson is a principal lecturer in special educational needs at King Alfred's College, Winchester, and Joyce Kierney is deputy head of a school for children with moderate learning difficulties in Staffordshire. 相似文献