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1.
The nurture approach is a form of educational intervention for children with social, emotional and behavioural difficulties (SEBD). Utilising a unique example of a state‐run, special ‘nurturing’ primary school, Corinne Syrnyk, of St Mary's University College, Calgary, presents a case study of the experience of being a ‘nurture teacher’ in this distinctive environment. Findings suggest that nurture teachers value their role and are fulfilled by the challenge it presents. Nurture teachers tended to define their role according to personal qualities and described experiential learning as tantamount to the training process. This study illustrates the holistic approach adopted by nurture teachers and sheds light on the distinguishing features and experiences of nurture teachers. Implications for best practice concerning the support and training of existing and potential nurture teachers are discussed.  相似文献   

2.
Nurture Groups have come to play a key role in the mainstream education of young children experiencing social, emotional and behavioural difficulties. In this article, Paul Cooper, Professor of Education, and Yonca Tiknaz, EdD Research Associate, both of the School of Education at the University of Leicester, explore the perceptions of mainstream and Nurture Group staff about the nature, purposes and impact of Nurture Group practice. Their analysis is based on data from three case studies, carried out in 2003, of Nurture Groups for pupils in Years 1 and 2 of their primary education.
A key feature of this article is its focus on some of the challenges faced by apparently successful Nurture Groups in achieving a coherent and sustained form of intervention in the context of a whole-school approach. The authors show that mainstream and Nurture Group staff value Nurture Groups and see them as making a significant contribution to the progress of pupils, particularly in the areas of social and emotional development and behaviour. These findings are consistent with earlier studies. However, the lack of effective communication between Nurture Group staff and mainstream staff and difficulties over balance in Nurture Groups are highlighted as important factors that may, in some circumstances, inhibit educational progress. This paper helps to extend our understanding of some of the 'opportunity costs' and 'opportunity gains' that might be associated with the Nurture Group approach because of the temporary separation of children in Nurture Groups from mainstream schooling.  相似文献   

3.
Young people whose behaviour does not conform to our expectations of how pupils should behave within an educational context have had a variety of labels attached to them including: Social, Emotional and Behavioural Difficulties (SEBD), and Attention Deficit Hyperactivity Disorder (ADHD). The employment of such labels will shape how the young person is perceived by the adults surrounding them. This will not only have an impact on the relationships that are developed between the pupil and the educator but also how the young people see themselves in terms of their own identity. This paper seeks to give voice and explore the position of young people within the confines of their educational experiences. The paper draws on 13 in-depth case studies to reflect on how young people experience the SEBD labels attached to them by others and what pupils consider to be the main antecedents leading them to display behaviour which is deemed unacceptable in the classroom. The paper highlights the importance of providing opportunities for young people to have their voice heard to fill the gap between professional perceptions and those of the pupil. In order to truly understand why young people display behaviour that is considered difficult and how they experience the labels we attach to them we have to speak to young people themselves.  相似文献   

4.
ABSTRACT

Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.  相似文献   

5.
Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary sector and whether they can be a beneficial intervention for children with social, emotional and behavioural difficulties. The implementation of three secondary school Nurture Groups was examined through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the Nurture Groups through individual interviews. Findings indicated that secondary school Nurture Groups can be a valued resource and have benefits for young people. However, they often have a different emphasis from those originally devised by Boxall, because of the developmental differences between sectors. Recommendations for secondary school Nurture Group practitioners are provided.  相似文献   

6.
Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life.  相似文献   

7.
This research has studied how children and young people, who are deemed by their school to have social, emotional and behavioural difficulties (SEBD), experience the National Curriculum of Physical Education (PE) in England. Research has previously highlighted the physical, social, affective and cognitive benefits of participation in PE. Furthermore, practical, physical and expressive creative experiences in education have been cited as being an important constituent when educating children with SEBD. However, research has yet to address the experiences of the child with SEBD alongside the ideological benefits of their participation in physical education. After a period of sensitisation to the field in a number of pilot schools, 24 weeks in total were spent immersed in the cultures of two mainstream schools in the west of England. After six weeks of local familiarisation, during which field notes and research diaries were kept, weekly interviews with each of six case study participants commenced. In this research, a PE environment afforded opportunities to spend time and build trust through co-participation in the negotiation of socially constructed roles in the subject. The six case study participants, whose experiences were explored, make reference to, amongst others: their affinity towards the physical nature of PE, and the perception of it being a subject allowing for freedoms not found elsewhere in the curriculum as well as one which cemented both the positive and negative social systems in relation to their relationships with peers. Inductive processes of analysis utilising constant comparison methods between data sources have generated data which show signs of both the idiosyncratic nature of multiple truths and some common ground in their experiences.  相似文献   

8.
Research has identified a significant relationship between social, emotional and behavioural difficulties (SEBD) and speech, language and communication difficulties (SLCD). However, little has been published regarding the levels of knowledge and skill that practitioners working with pupils experiencing SEBD have in this important area, nor how they might more effectively detect and support SLCD in the children and young people with whom they work. This paper outlines a small-scale project intended to evaluate said knowledge and skills within an SEBD support team in central England, and to increase this team's effectiveness in detecting and supporting children experiencing SLCD.  相似文献   

9.
Nurture groups (NGs) are a form of provision for children with social, emotional, behavioural and learning difficulties. Although the first groups were established over 30 years ago, growth in the number of NGs in the UK has been exponential over the past ten years. This study attempts to assess the effectiveness of NGs in promoting positive social, emotional and educational development. The study set out to measure: (1) the effects of NGs in promoting pupil improvement in the NGs; (2) the extent to which these improvements generalised to mainstream settings; and (3) the impact of NGs on whole schools. Statistically significant improvements were found for NG pupils in terms of social, emotional and behavioural functioning. NGs which had been in place for more than two years were found to be significantly more effective than groups which had been in existence for less than two years. Pupils with SEBD in mainstream classrooms improved in behavioural terms significantly better than pupils with and without SEBD attending schools that did not have NG provision. The greatest social, emotional and behavioural improvements took place over the first two terms, whilst improvements in behaviours associated with cognitive engagement in learning tasks continued to improve into the third and fourth terms. This study suggests that NGs are a highly promising form of provision for young children with a wide range of SEBDs. There is also good evidence to suggest that successful NGs contribute to the development of the ‘nurturing school’.  相似文献   

10.
This paper reviews literature examining the perspectives of children with special educational needs related to their experiences of Physical Education (PE). The extent to which literature addresses inclusion in PE was determined and emerging themes arising from consultation with children with special educational needs regarding PE were examined. Qualitative studies, concentrating on consultation with special educational needs children, were reviewed and six key themes were identified: children's experiences of PE; their experiences of PE teachers; discrimination by others; feelings of self‐doubt; barriers to inclusion; and empowerment and consultation. Findings indicate children with special educational needs enjoy PE when fully included; however, participation is restricted by discrimination, limited teacher training and material barriers to inclusion. Consequently, teacher training in special educational needs and the education of non‐disabled children about special educational needs requires extensive consideration.  相似文献   

11.
There are legal, moral and practical reasons to involve pupils in planning provision for their special educational needs. We do not yet know how principles are implemented in practice. This study explored the views and experiences of 64 teachers with an interest in special educational needs through an online survey. Participants reported greater pupil involvement in everyday matters, less in conceptual aspects of planning. Effective strategies were based on good teacher-pupil relationships and school-wide systems for sharing pupil views. Participants gave examples of the impact of pupil participation on teacher insight, pupil motivation and material provision. 84 per cent indicated that they would like pupils to be more involved in decisions about their provision than they currently are. Barriers included the nature of children’s difficulties and practitioner attitudes. Listening to children is intrinsic to good teaching, yet pupils also benefit from a more formal role in provision planning.  相似文献   

12.
Despite the numerous benefits art has for children, research suggests that there is a lull in the development of expression in children's drawings during the primary school years and that many children give up on art between the ages of 10 and 12. Research investigating this phenomenon has taken an educational focus and aimed to identify potential shortcomings in the primary education system which could impact negatively on children's artistic development and interest in art. This article builds on previous educational research by exploring children's perceptions of the art education they receive. In this small exploratory study semi‐structured interviews were conducted with six children in each of the Key Stages of English compulsory education: Key Stage 1 (5–6 year olds); Key Stage 2 (7–8 year olds); Key Stage 3 (11–12 year olds) and Key Stage 4 (14–15 year olds). A qualitative thematic analysis is used to explore children's experiences of art in the classroom, the kinds of support they receive in art lessons and how art lessons can be improved. It is hoped that the exploration of children's experiences of art in the classroom will enable movement towards an engaging and relevant approach to art education.  相似文献   

13.
This article describes a research project, which collected the views of 13 junior aged children on the special educational needs register of one school about their education. The techniques used for eliciting their views were a series of personal construct psychology (PCP) conversations based on drawings produced by the children of themselves in school. A case study approach was taken within the naturalistic paradigm of 'constructivist inquiry'. The findings indicated that social activities were of greater importance for the pupils than formal learning experiences. Peer relationships were paramount and these defined the positive or negative experiences the pupils had of school in general. The pupils were able to describe a range of problem solving strategies for resolving peer group difficulties. The implications of the study are also discussed.  相似文献   

14.
Research within physical education (PE) utilising the occupational socialisation framework indicates that the childhood phase of socialisation is the most powerful phase of socialisation. However, for most teachers working with pupils experiencing special educational needs (SEN), the childhood phase often lacks direct experience of SEN and thus ceases to exist as a socialising force. Consequently, the higher education and workplace phases form a ‘salvaged’ phase upon which to base pedagogical approaches (Pugach). In light of this dichotomy, the aims of this case study were to (1) examine how one PE head of department (HOD) in a specialist social and emotional behavioural difficulties (SEBD) school taught year 9 pupils games; (2) identify factors that led to such instruction and (3) consider the influence of the three phases of occupational socialisation on her pedagogical approaches. Data collection methods consisted of formal and informal interviews and lesson observations. The data were inductively analysed, and themes were drawn from this process. Using a systematic learning approach, lessons were game orientated based around pupil decision‐making and limited technical practice. Factors influencing this practice were her exploratory outdoor activity experiences and the nature of the pupils. In contrast to Pugach, this research indicates that the childhood phase of socialisation can provide an ‘apprenticeship of observation’ for those teaching PE to pupils experiencing SEBD. That such perceptions can be strongly held suggests that prior examination of the childhood biographies of those recruited to PE teacher training and/or PE teachers teaching pupils who experience SEBD appears warranted.  相似文献   

15.
In the current education policy environment, inclusion – that is the situation in which all disabled children and young people attend their local school and there is no alternative form of provision – is widely accepted as best representing a just state of affairs as regards where these children go to school; any alternative circumstances are equated with injustice and unfairness. This article presents a philosophical reflection on this matter. Drawing on the work of Nussbaum, Cigman and others, the author argues that a single conception of just educational arrangements as articulated in inclusive education policies is insufficient to what is a complex issue. It is proposed that any assessment or evaluation of the justice or otherwise of educational arrangements for disabled children and young people requires a nuanced approach that takes into consideration the lived experiences of those children and the different values and desires they and their families might hold.  相似文献   

16.
This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational socialisation on the pedagogical approaches of the teacher. Data collection methods were semi‐structured interviews and non‐participant lesson observations. The resultant data were inductively analysed. Observations revealed that the lessons emphasised problem‐solving and limited technical practice. Interviews detailed how the factors influencing this practice were other PE teachers and the nature of the pupils. This research makes two recommendations: first, SEBD schools wishing to utilise TGfU should examine the prior pedagogical experiences of potential employees; second, student teachers wishing to use TGfU in institutions for pupils with SEBD should consider gaining experience of SEBD education prior to higher education in order to put subsequent pedagogical experiences into relevant focus.  相似文献   

17.
This article explores the possible contributions that children can make in educational settings that aim to move towards greater inclusion. In constructing her debate, Kyriaki Messiou, lecturer in education in the Centre for Educational Studies at the University of Hull, draws on understandings gained through an ethnographic study carried out in a primary school in Cyprus. She used qualitative methods to collect her data, carrying out participant observations and semi-structured interviews with all the children in the school. Her study adopted a broad view of inclusion that is concerned with addressing any form of marginalisation that might be experienced by students. In the first phases of the study, children who were possibly experiencing marginalisation were identified and the practices used in the school were explored. Then, during the final phase, which is the main focus of this article, efforts were made to help children think in more inclusive ways. Kyriaki Messiou describes the activities she used in this intervention phase, all designed to promote pupil participation, and argues that these offer promising strategies for teachers who wish to develop more inclusive ways of working.  相似文献   

18.
Abstract

This paper considers the ‘knowledge economy’ as it is used in education rhetoric to establish social and educational consent for significant changes both to the spatial organisation of classrooms and their affective economies. We draw on ethnographic data from a study of ‘non-traditional classroom spaces’, where the spatial organisation of schooling emerged as a potential fulcrum through which the imaginary of the conventional primary classroom was being reconceptualised. Traditionally configured classroom spaces and the learning that takes place within them were being challenged and replaced by notions of twenty-first century learning in ‘agile’ learning environments. In the context of this reform agenda, these open-plan spaces were seen as offering new prospects for participation in a globally connected and competitive economic world that requires students to continuously adapt, innovate and respond creatively to a range of different problems. We consider how these everyday moments function as conceptual encounters between affective, embodied experiences and educational reform discourses that rationalise the implementation of non-traditional classroom spaces in ways that have very little to do with children and their futures. This cultural approach takes a step aside from numerous, and necessary, critiques of recent educational policies per se, in order to consider what might be learned from the uncanny spectres of child bodies that haunt them. The paper draws attention to examples of children’s affect in non-traditional classrooms and what that may tell us about current educational reform when sacrifice forms part of the missing account of educational reorganisation for the knowledge economy.  相似文献   

19.
Tahiya Mahbub is a lecturer in English studies at North South University located in Dhaka, Bangladesh. In this article, she presents some of the data on which her MPhil thesis, completed at the University of Cambridge Faculty of Education, was based. This research was carried out in Bangladesh, focusing on a primary school run by the non-governmental organisation (NGO) BRAC. Tahiya Mahbub adopted a case study approach in order to investigate this single-teacher, single-room school in Tongi, a suburb of Dhaka, the capital of Bangladesh. The work she reports here explores children's understandings about the culture, policy and practice at their school. Tahiya Mahbub argues that this sort of inquiry is necessary to the development of inclusion. She advocates equality and togetherness not only for children in school, but also between children and adults in educational research and eventually in the bigger picture of society itself. Finally, she proposes, it is essential to listen to children's experiences of school, their suggestions for change and their ideas in order to lift children's low social status in Bangladesh.  相似文献   

20.
Collaboration between researchers and educators in conducting intervention research is increasingly common, as such collaboration is assumed to benefit educational practice. Alternatively, in this study, we explore the consequences of such collaboration on research quality. Based on our analysis of a year-long collaboration in formative intervention research, we find that educators experienced their own position as agent, the researcher's position as learner and the research itself as integrated, as being different from previous experiences in research. The educators indicate that these differences are consequential for their engagement in the research. We discuss how this, in turn, might benefit research quality.  相似文献   

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