Abstract
Inclusion works well for most children with SEN but the child with emotional and behavioural difficulties still present an enormous amount of difficulty for teachers in main stream schools. This presentation focuses on research into the training of teachers in behaviour management, The research focused on three teacher training establishments and looked at the problems that lack time in FE created by the inclusion of schools in the process of training teachers. Trainees kept very detailed accounts of the training they received, but more importantly an examination of their own pursuit of understanding classroom management and behavioural difficulties. It also explores background of the creation of the school centred initial teacher training initiative at Wells Park School and Training Centre in Essex which has begun a PGCE for primary mainstream teachers with a focus on behaviour management. It is important to recognise that in practice schools will still struggle with children who have few learning behaviour skills and are unsure how incorporate them into classrooms. Better communication on behaviour issues in schools, more confident teachers and a store of theory and how it related to practice would improve this area of difficulty. Training teachers is a high priority.
 |
 |