Abstract
Introduction
Ten years ago, in response to public and
professional concerns about violence and indiscipline in schools, the Elton
Report was published (Department of Education and Science and the Welsh Office,
1989). The Report emphasised the need for practical training in managing pupil
behaviour in the classroom as part of initial teacher training and also, as a
national priority, in the in-service training of teachers. To this end, the LEA
Training Grants Scheme for the in-service training of teachers was used.
Under the DfE Code of Practice, emotional and behaviour difficulties are identified as indicating special educational needs (Department for Education,1994). The subsequent DfEE publication "Meeting Special Educational Needs. A programme of action" is also concerned about improving arrangements for children with emotional and behavioural difficulties (DfEE, 1998).
Pupils manifesting emotional and behavioural difficulties, equality of educational opportunity and inclusion are contemporary concerns of educational systems in many countries including the U.K. This symposium derives from school-based work in England and Wales. Its contributors are members of the National Association for Special Education (NASEN).
References
Department of Education and Science and the Welsh
Office (DES & WO) (1989) Report of the Committee of Enquiry into Discipline
in Schools (Chair: Lord Elton). London: HMSO.
Department for Education
(DfE)(1994) Code of Practice on the Identification and Assessment of Special
Educational Needs. London: Central Office of Information.
Department for
Education and Employment (DfEE)(1998) Meeting Special Educational Needs. A
programme of action. Sudbury: DfEE Publications Centre.
Working With Difficult Pupils: A Case Study Of Teacher Effectiveness
Sue Morris-Maclean.
Aims
This study aimed to explore definitions and causes of
'difficult' behaviour, and environmental and school-based factors which
influence behaviour, linking the currently pertinent issues of exclusion,
teacher competence, and school effectiveness.
Specifically, the study provided an analysis of the classroom behaviour of a number of pupils defined as 'difficult', examining the extent to which their behaviour was context linked and discussing possible contributory factors, including teacher behaviour, to both positive and negative behaviour.
Methodology
The field work took place in a mainstream
comprehensive school.
A survey was designed to elicit teachers' own definitions of both negative and positive pupil classroom behaviour. Teachers were also asked for their reasons for naming behaviours.
Six of the most frequently named pupils were then identified to be the focus of classroom observations. The selected pupils were observed in different lessons with different teachers. The themes for the observations were identified from the teachers' responses to the initial survey. Before each observation the teacher completed a grid indicating their views about ideal classroom behaviour and the selected pupil's usual classroom behaviour.
Results
The responses to the survey included interesting
evidence to suggest that teachers' responses to pupil behaviour can have a
strong emotional element. The observations were categorised in terms of the
level of disruption caused by the targeted pupil. The classroom observations
revealed that no pupil was universally disruptive or 'difficult' in the
situations in which he or she was observed. Analysis of the observations
concentrated on identifying the common factors present in the situation in
which the target pupil's level of on-task behaviour was high and disruption
low, and where on-task behaviour was low and disruption high. There was no
evident link between pupil behaviour and factors such as time of day, subject,
room layout or lesson style - however there appeared to be a clear link between
the teacher and the behaviour of the pupil.
Conclusion
Disruption by selected pupils was related to
different classroom situations. An important determinant of this behaviour
appeared to be the behaviour of the teacher and the resulting classroom
climate.
References
Cooper, P., Upton, G. and Smith, C. (1994)
Emotional and Behavioural Difficulties. London: Routledge. Department of
Education and Science and the Welsh Office (DES & WO) (1989) Report of the
Committee of Enquiry into Discipline in Schools (Chair: Lord Elton). London:
HMSO. Molnar, A. and Lindquist, B. (1989) Changing Problem Behaviour in
Schools. London: Jossey Bass.
Towards Inclusion: Shared Responsibility For Disaffected Pupils
F. MacLeod
Context
This is qualitative case study of a group of twelve
pupils attending an all-age school for pupils with emotional and behavioural
difficulties (EBD). All twelve are at the Primary/Secondary Transition stage of
their education.
Aims
The aims of the study are:
Categories
- Curriculum achievement
- Behaviour
- Home environment
-
School environment
Method
Five of the twelve students will transfer to the
Senior Department of the EBD School from where they may be integrated to
mainstream, as appropriate. The remaining seven students were retained in the
Primary Department of the EBD school.
By profiling and analysing a child's strengths, information will be elicited that can assist professionals in identifying the point at which pupils have the "optimum" chance of succeeding in mainstream education and the type of support that facilitates integration into a specific mainstream school.
Sample
This study involves twelve Year Seven pupils. They are
all at Stage 5 of the DfEE Code of Practice.
Results
The importance of the pupil's home environment was
identified as crucial to successful inclusion in the mainstream secondary
school.
Outreach strategies developed and used to facilitate integration into the mainstream school will be described.
Pupils with Emotional and Behavioural Difficulties. Inclusion and
Meeting Needs: How Far Have we Moved?
S. Panter.
Aims
1. To describe what secondary schools were doing and how successful they have been, and are, in including and meeting the needs of children with emotional and behavioural difficulties.
2. To consider whether progress has been made in meeting the needs of pupils with emotional and behavioural difficulties in mainstream secondary schools.
3. To identify promising developments in both policy and practice.
Method
The approach used included the use of specially devised
questionnaires, visiting schools and structured interviews. Staff perceptions
and definitions of emotional and behavioural difficulties within the ethos of a
variety of schools are considered.
Sample
Initially, three mainstream secondary schools were
studied in depth. A further ten were investigated, but less intensively.
Results
Changes over time in attitudes, tolerance and
handling strategies were noted, although there remains great variability
between areas and schools within areas. A willingness to try to include all
children in the mainstream secondary schools was identified.
Schools which successfully integrated children with emotional and behavioural difficulties were not viewed favourably by local parents and this affected intake.
Where the school population became skewed towards special educational needs and EBD in particular, schools which had been seen as 'successful' became 'less successful'. There was a disparity between 'including' pupils and actually meeting needs. There was less success with those children who were at the extremes.
Conclusion
Whilst some progress has been made, much more
remains to be done if the inclusion into the mainstream of pupils with EDB is
to be achieved. Fortunately, we have some pointers to promising policies and
practices. The policy documents recently published by the National Association
for Special Educational Needs (NASEN) on "Inclusion" and "Exclusion" make the
point.
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