‘They think that if you're a teacher here … you're not clever enough to be a proper teacher’: the courtesy stigma experienced by teachers employed at schools for pupils with behavioural,emotional and social difficulties (BESD)     

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   

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England     

Meanu Bajwa‐Patel  Cristina Devecchi 《Support for Learning》2014,29(2):117-135

Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act (ERA). With regard to children with a Statement of special educational needs (SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as ‘nowhere seems to fit’.  相似文献   

Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity     

Liz Done  Mike Murphy  Mia Watt 《Support for Learning》2016,31(4):281-295

This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos.  相似文献   

乡镇高中英语教学亟待解决的问题及对策     

卢霞 《佳木斯教育学院学报》2011,(2):248-248

英语作为世界性语言,在社会经济的发展中起着越来越重要的作用。本文根据我国英语教学所面临的新形势,针对乡镇地区英语教学水平偏下的现状及存在的问题进行了分析,论述了问题产生的原因,提出了解决问题的观点和建议。  相似文献   

基于GIS的横断山区地形起伏度与人口和经济的关系   总被引：1，自引：0，他引：1  

陈田田  彭立  刘邵权  王旭熙  徐定德 《中国科学院大学学报》2016,33(4):505-512

地形起伏度是影响山区人口分布和经济发展的关键因素。以横断山区大尺度ASTER GDEM为数据源，基于GIS的窗口递增分析原理，采用均值变点法科学分析平均地形起伏度的最佳统计面积并对其进行分级和相关性分析，得出实验区最佳分析窗口面积为0。202 5 km²，省域之间地形起伏度差异明显，省内差异不明显，相关性较高。同时，采用空间分析技术、统计学方法以及PCA排序法，分析地形起伏度与人口、经济的关系。研究结果表明：随着地形起伏度的增大，人口密度逐渐降低，当达到3。7以后人口密度趋于一个固定值；地形起伏度与第三产业占GDP比重的负相关性最大，与城镇化率的负相关性较小，与人均GDP的负相关性最小。  相似文献   

To Unclog the Arcane with the Technical     

《资料收集管理》2013,38(4):23-31

No abstract available for this article.  相似文献   

Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

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   

冀西北农村人力资源开发研究——关于坝上四县农村剩余劳动力合理利用模式的探讨     

毕树广  刘守义  常学彬 《河北北方学院学报(社会科学版)》2004,(2)

本研究的目的是撂讨冀西北坝上4县16万农村剩余劳动力如何在农业领域实现最佳配置和最有效利用问题。提出了"两业为主吸收"的农村劳动力合理利用模式。  相似文献   

日本专门学校的现状与发展趋势     

胡国勇 《教育发展研究》2007,(6):67-71

专门学校是日本最典型的市场化模式的高等职业教育机构,以私立小规模学校为主,长期处于日本学校体制之外,没有制度上的支撑,完全依靠教育以及人才市场才得以存在与发展.经过几十年努力,专门学校在总体规模上成为仅次于大学的高等教育机构.通过对专门学校的历史、现状、特点、问题以及发展趋势的考察分析,可以发现,适应教育市场及人才市场需求,不断自律、取信于社会并争取政府支持,是专门学校不断发展的主要原因.  相似文献   

高校图书馆建设地方特色文献数据库的思考   总被引：1，自引：0，他引：1  

霍晓梅 《咸阳师范学院学报》2003,18(2):82-83

论述了高校图书馆创建地方特色献数据库的意义、必要性、可行性及及创建方法。  相似文献