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1.
Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person-centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child-led designs. 相似文献
2.
The Revised SEND Code of Practice 0–25: effective practice in engaging children and young people in decision‐making about interventions for social,emotional and mental health needs 
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下载免费PDF全文 Emma‐Kate Kennedy 《Support for Learning》2015,30(4):364-380
A key principle upon which the Revised Special Educational Needs and Disability (SEND) Code of Practice 0–25 (2015) is based is children's involvement in decision‐making that affects them, and a significant change is the removal of the term ‘behaviour’ and an emphasis on social, emotional and mental health (SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence‐informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made. 相似文献
3.
Jonathan Willis 《British Journal of Special Education》2018,45(2):172-191
This article examines how the use of restrictive physical interventions (RPIs) for pupils within a social, emotional and mental health (SEMH) special needs primary school relate to teacher professionalism. The dialogue is written from the perspective of the headteacher of such a school. It is a personal response to the suggestion that teachers are sometimes reluctant to identify themselves as professionals, and examines the extent to which RPIs cast them as carers rather than educators. The discussion addresses the question: To what extent does the use of RPIs in a SEMH special needs school constitute an aspect of teacher professionalism, and what shape does this take? The work concludes with the suggestion that the use of RPIs transcends any debate about professionalism, and that those working in the SEMH field need to focus their attention on ensuring these acts are conducted in a manner that meets the needs of the pupils. 相似文献
4.
Norah Frederickson Alice P. Jones Jane Lang 《Journal of Research in Special Educational Needs》2010,10(2):63-73
In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of inclusive placements are consistently more positive where there is an ASD resource base in the school. This study was designed to investigate characteristics of the provision available to pupils with ASD in mainstream schools with and without a specialist ASD resource base. Information was gathered from semi‐structured interviews with staff in 26 schools about levels of inclusion and support, about the strategies used to support pupils with ASD, both at an individual and whole school level, and about changes considered desirable. Interviewees were also asked to describe how they would respond to scenarios depicting situations that are commonly experienced in working with pupils who have ASD. Findings confirmed that the features of mainstream placements identified as important by parents of children with ASD were more likely to be found in schools with ASD resource bases. However, it was found that comparable provision could be made across settings given appropriate staff training. Scope for further development across settings was also identified, particularly in the use of evidence‐based peer‐mediated strategies. 相似文献
5.
There have been vast changes in relation to the way educational teaching support provision is organised for pupils with dyslexia in Ireland. A qualitative research approach was utilised to examine the impact and implications of the General Allocation Model (GAM) regarding the organisation of support for pupils with dyslexia in Irish Primary mainstream schools. At the time of the research, GAM was the model of resourcing which allowed autonomy at school level in terms of organising support for pupils with dyslexia. Since then, a new model of resourcing [Department of Education and Skills (DES). (2017). SP ED 13.17: Circular to the Management Authorities of all Mainstream Primary Schools Special Education Teaching Allocation. Dublin: Stationery Office] has been implemented which also generates autonomy at school level albeit using a different allocation process. This paper raises concerns that the needs of pupils with dyslexia were not always met by the GAM model. Issues around the effectiveness of whole school approaches, the intensity of support for pupils with severe dyslexia, group size for this support, the application of differentiated approaches, and teacher expertise may have implications for how the new model for allocating resources is organised in schools. In conclusion, it is proposed that schools require further guidance and support in operationalising resourcing models to effectively meet the needs of pupils with dyslexia. 相似文献
6.
There is an increasing interest in the role of peers in facilitating the social interaction skills of pupils with autism spectrum disorder through peer-mediated interventions (PMI). Several reviews provide promising evidence for the effectiveness of this approach; however, there has been limited consideration of the range of outcome foci and methods used to evaluate PMI. The purpose of the current review is to provide an overview of methods used to evaluate the impact of PMI and illuminate key examples of innovative practice. Database and web searches were conducted between July and August 2015 to identify PMI studies published between 2000 and 2015. Ten studies met criteria for inclusion. The review found that although measuring the outcome of PMI at the level of target pupils has been a focus, less attention has been given to exploring the experiences of participants; the impact on peers and the extent to which PMI can truly be implemented within an educational context. Implications for future methods of evaluating PMI are discussed. 相似文献
7.
Elisabeth Hill Michelle L Pratt Zara Kanji 《Emotional and Behavioural Difficulties》2017,22(4):293-302
To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this study compares profiles of motor ability using the Movement ABC-2 assessment in children attending a specialist SEMH primary school with a typically developing comparison group and children with a diagnosis of developmental coordination disorder. We report an increased prevalence of borderline or clinically significant motor impairment amongst children with SEMH difficulties compared to the comparison group, with 44% of the SEMH special school sample falling within these ranges. We suggest that bearing in mind the increased likelihood for motor impairment is important in SEMH education, as it has likely impact on classroom functioning and ability and motivation to take part in socially and academically relevant activities. 相似文献
8.
Ammar Al-Ghabban 《Pastoral Care in Education》2018,36(3):176-188
ABSTRACTOur current social and political context is awash with pronouncements about the growing number of children and young people with mental health issues. This paper explores how school culture that is founded upon a compassion framework is well placed to support the promotion of pupils’ mental health and well-being. Drawing upon experiences of being a senior leader in a specialist social, emotional and mental health (SEMH) educational setting and of supporting a wide range of mainstream schools in the area of SEMH and well-being, this paper outlines some of the conflicting interests and ubiquitous tensions that present challenges in the contemporary UK education system. Conceptualisations of compassion and other relevant theoretical perspectives are referred to in order to illustrate how the, often, at times, competing needs of different constituencies (pupils, teaching and non-teaching staff, management, parents and carers) within school communities are best served when disentangled from each other and addressed with attention and clarity. 相似文献
9.
A significant proportion of pupils move school during their school career for reasons other than standard structural moves between educational stages. Little is known about the underlying causes of these moves and the characteristics and experiences of mobile pupils are challenging to research. There is currently a large disconnect between the macro level of system structures, data and policy and the individual experiences and journeys of mobile pupils. This article brings together international literature around school mobility and mobile pupils, with analyses of the English National Pupil Database (NPD), tracking a cohort from age 5 to 16, to better understand when school moves occur and the characteristics of mobile pupils. Findings reveal a sizable underlying rate of moves in England of about 1.5–2% per term and identify differences in mobility related to disadvantage, school phase, ethnic group and SEND status. The predictive power of the data, however, is low, highlighting the need for more research, policy and practice in this area to better understand individual mobility circumstances. By bringing together the literature and the data, the article concludes with a discussion of what is known about school mobility and recommends further areas for research into the characteristics, experiences and outcomes of mobile school pupils. 相似文献
10.
归因训练是帮助学习障碍学生增强学习动机,提高学习成绩的有效 干预手段。目前关于学习障碍学生的归因训练多以小学生和初中生为对象, 采用的训练方法为直接法和间接法。研究表明,个体和小组形式的归因训练 优于团体归因训练,实验情境中的归因训练优于课堂情境的效果,将策略教 学与归因训练结合比单独使用归因训练更为有效。提高团体形式和课堂情 境中归因训练的有效性是今后研究的重点。 相似文献
11.
Charlotte L. Bagnall Claire L. Fox Yvonne Skipper 《Journal of Research in Special Educational Needs》2021,21(2):156-167
Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well-being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children with SEMH difficulties within one special school experience primary–secondary school transition and how they are supported, in order to make recommendations to improve this period. The case study was qualitative and longitudinal, conducted over 18-months and methodologies included ethnographic observations, child photo-elicitation focus groups (with 11 Year 6 children) and three adult interviews. Findings demonstrated that over primary–secondary school transition children with SEMH difficulties (a) negotiate significant structural changes in support (often unanticipated) and (b) need to feel a sense of safety and belonging. To manage this effectively, transition provision for children with SEMH difficulties needs to consider their short-term emotional well-being whilst still in primary school, in addition to their long-term well-being looking ahead to secondary school. Greater collaboration and communication across schools and stakeholders can help ensure children receive continuity in standards and support. 相似文献
12.
This article, written by Fiona Hallett, pathway leader for the inclusion and special educational needs masters programmes at Edge Hill University, Graham Hallett, senior lecturer for special educational needs and inclusion at the University of Cumbria, and Mary McAteer, programme leader for an M level professional development programme at Edge Hill University, presents the findings of an evaluative report on the review of residential provision at an identified community special school. Within this review, a consultation was undertaken with parents and pupils to assist in shaping policy and practice, and the main focus of this study is to evaluate the effectiveness of that process. By using an evaluative case study approach, it was hoped to document the chronological narrative of the consultation process and offer recommendations as to the effectiveness of participation in this instance. The authors conclude that the qualitative features seen by pupils and parents as having the greatest value suggest a need for high quality, accessible social care, rather than for curricular led, educational residential provision. Fiona Hallett, Graham Hallett and Mary McAteer's critique of the consultation process raises issues relating to the complexities of eliciting a valid pupil perspective. In addition, the authors express concerns about the general conduct of the review regarding bias, validity and the absence of staff voice. 相似文献
13.
The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to the early provision intentions with an emphasis on the correlation between individual and environmental factors seen in light of differentiation and disability. The third area examines how significance is attached to pupils’ social background with regard to early provision in learning in schools. Finally, consideration is given to the relationship between early provision intentions and efforts to prevent pupils dropping out of upper secondary education. The analysis also shows that the policy guidelines on early provision for schools and teachers have been weak and unclear. This is due to the fact that the early provision intentions have primarily been expressed in reports to the Storting, and rarely given any kind of focus in national curricula. 相似文献
14.
Michael A. Horst 《Performance Improvement Quarterly》2001,14(4):14-36
Expertise research methodologies have focused upon the identification of differences and factors influencing high and low performance at the individual, process, and organizational level. The goal of this review is to use the results to facilitate performance improvement through the investigation of high and low performing entities. Various approaches are reported in the literature to investigate expertise and quantify factors relating to development of this expertise at the individual, group, and organizational level. This review of research literature focuses upon studies utilizing expertise methodologies outside of the laboratory for identification of differences and factors influencing high and low performance. Studies cited emphasize performance at the individual, process, or organizational level. Statistical methods and techniques for identifying high and low performance are identified. Results have implications for use in performance improvement initiatives in assessing differences or factors influencing performance as well as identification of interventions and outcome measures. 相似文献
15.
Julie Greer 《Support for Learning》2020,35(2):163-177
This paper examines the values, vision and practice originally outlined in a proposal for a secondary phase resourced provision for young people with social, emotional and mental health (SEMH) challenges. The provision was based on a well-established model (the ‘Jarjums Room’) which had been implemented in Cherbourg Primary School in Eastleigh, England. The article offers a first-hand narrative account of the way that this initiative, the ‘Galigir Room’, was conceptualised, successfully embraced and implemented, thanks to the commitment of a senior leadership team, a group of staff and governors and the foresight and support of the local secondary school. 相似文献
16.
This paper considers the problems that were encountered in searching and using the literature (about practice) to answer questions about future directions for policy in teaching learners with special educational needs (SEN). It draws upon a recently completed scoping study on the effectiveness of different approaches and strategies used to teach pupils with a range of special educational needs ( Davis & Florian, 2004 ) which foregrounded issues of search strategy, knowledge organisation and synthesis. The paper argues that a literature review is historically, culturally and socially produced knowledge and is an important but limited piece of evidence. Guidance for undertaking a review of literature on teaching practice is offered. 相似文献
17.
Physical restraint is a restrictive practice used in schools across the UK and there have been recent concerns around the appropriateness and frequency of using this intervention with pupils. Current data suggest that pupils with Special Educational Needs (SEN), a vulnerable and diverse group, are experiencing the majority of physical restraint used in educational settings. Physical restraint can lead to negative emotional and physical consequences in pupils who experience it and it is, therefore, important to explore alternative strategies to reduce or eliminate its use in educational settings. A systematic literature search found 15 studies (date range 1999–2019) that explored the effectiveness of school-wide or individual approaches in reducing the frequency and/or duration of physical restraint. Most studies saw a significant decrease in physical restraint, and this study will discuss the key elements of the successful approaches, as well as consider the facilitators and barriers to implementation. 相似文献
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19.
M. A. Gale Macleod 《Journal of Research in Special Educational Needs》2006,6(3):125-133
This paper presents an analysis of a survey of separate provision for pupils with social, emotional and behavioural difficulties (SEBD) in Scotland conducted in October 2002. First, the purpose of this study was to provide a map of separate provision for pupils with SEBD in Scotland. The findings raise concerns about a climate of uncertainty in separate provision linked to the context of the dominant inclusion agenda. Second, the type of curriculum on offer and perceived advantages and disadvantages of different approaches were investigated. Once again the findings point to the impact of the inclusion agenda on schools in this sector and what they feel able to offer. This paper argues that the findings can be interpreted, at least in part, as a consequence of a defensive stance adopted by separate schools in response to the current ideological climate. 相似文献
20.
Parallel developments in England, Wales and in Scotland have led to the establishment of posts for teachers which enable them to be effective agents of change. Research, publications and initiatives sponsored by national government, local education authorities and voluntary organisations have led to the identification of ways in which educational provision for pupils with special needs can best be made, and to the enunciation of criteria for evaluating such provision. Teacher trainers have responded with innovative approaches to course development; two case studies are offered. 相似文献