首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers, supplemented by information from the assessments of the children's skills, will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children's needs. The implications of the results for inclusive education are addressed.  相似文献   

2.
Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion.  相似文献   

3.
The views of experienced educational practitioners were examined with respect to the terminology used to describe children with speech, language and communication needs (SLCN), associated problems and the impact of speech and language difficulties in the classroom. Results showed that education staff continue to experience challenges with the range of terminology used to refer to the children's needs. Terms used to refer to difficulties with speech were least familiar to the respondents. Difficulties were noted in distinguishing between children with SLCN and children where English was an additional language. Respondents indicated a variety of additional difficulties experienced by the children. Literacy difficulties were reported to be more prevalent in children with language difficulties, while levels of bullying and anxiety were reported to be higher in children with speech problems. Respondents reported that tools for identifying speech and language difficulties and procedures for accessing effective resources are required.  相似文献   

4.
In Hong Kong, children with special needs who are studying in mainstream schools are struggling for integration amidst the competitive and elitist culture of the educational environment. The purpose of the present study is to examine the accounts of parents of students with special needs and their children's experiences, and also to compare the integration experiences of children with different types of special needs in mainstream schools. Data was collected through a structured questionnaire, of which 515 valid examples were returned and analysed. Academic requirements were found to be a great burden to children and parents. Children with intellectual impairment, autism, and hyperactivity encountered more problems in peer relationships. These results suggest there is a need to devise target-specific strategies and supportive measures for children with different types of special needs.  相似文献   

5.
This study examines inequality during late childhood in children's access to special needs help in mainstream primary schools using data from two British cohorts: the National Child Development Study (NCDS) and the 1970 British Cohort Study (BCS70). It explores the source of any biases in the provision of special help using measures of individual gender, attainment and psychosocial adjustment; family social class; school composition; and education regions. Pervasive gender bias was found both in the identification of children with special needs and in the provision of help to children with special needs. There were more children from manual homes receiving help in school than children from professional homes, but when reading, mathematics and psychosocial adjustment scores were taken into account, the gradient reversed, so that children from professional homes were more likely to be getting help. The influence of the school's composition showed the same reversal. Once test scores were considered, schools with a greater proportion of above average children were more likely to be able to provide help for those with special needs than schools with a greater proportion of children with problems. Regional variation suggests that areas in southeast England are better funded than average, while areas of deprivation are not provided with sufficient resources to meet their children's needs.  相似文献   

6.
The paper addresses the contrast between different elements in thinking about the appropriate educational placement for children with special educational needs. In particular, it is concerned with the tension between the widespread expressions of support for the principle of inclusion and a continuing level of support for separate special school provision. Evidence from interviews with education officers and headteachers of both special and mainstream schools in the UK demonstrates the support for inclusion as an ideal but also the relatively limited influence of such an ideal on education policy. Considerable reservations were expressed about the feasibility of inclusion, based on the types and severity of children's difficulties and the capacity of mainstream schools to meet them. Contrasting with support for inclusion was a set of views which stressed the primacy of meeting children's individual needs as overriding an ideological commitment to inclusionist ideals. Themes within utopian thinking, in particular, the distinction between hope and desire and the different functions which can be served by utopian ideals, are used to explore tensions and contradictions in the interview responses and in educational thinking more generally.  相似文献   

7.
Abstract

Current education policy is oriented towards including children with special educational needs in mainstream classrooms. Hitherto they have been, on the whole, educated in special schools. Children with special educational needs include those who are physically disabled, those with learning difficulties and those with emotional and behavioural difficulties. It is the inclusion of this last group which is raising problems in mainstream classrooms. The article draws on psychoanalytic concepts in order to examine the reality of inclusion for three primary-age children with emotional and behavioural difficulties. Observational material is presented which shows the impact of inclusion policy on the children, their teachers and their learning support assistants. There is also discussion of the work of the behaviour support teacher, whose job is to reduce exclusions and help schools to become more inclusive.  相似文献   

8.
Early intervention for children with specific language impairment by teachers with experience in supporting their needs is critical to language acquisition. In Western Australia this small number of children are catered for in designated settings with specialised teachers. The length of time that these children are able to access intensive instruction may be shortening and therefore the potential effect on their learning is crucial. Teachers from five Language Development Centres were asked to respond to a range of issues associated with these children's ability to cope with the proposed early re-entry into the mainstream classroom. A total of 120 responses were received from teachers, speech therapists and educational assistants who highlighted the specialist skill set required to teach students with specific language impairments. Discussion focuses on the perceived ability of mainstream teachers to provide appropriate support for children with specific language impairments in the early years.  相似文献   

9.
Approximately one-eighth of early school-aged children in the UK have speech and language difficulties. Many such children are now being educated in mainstream settings. However, there is a dearth of up-to-date and valid research that considers UK (student) teachers' attitudes towards such children. Two hundred and sixty-eight trainee teachers (PGCE students) from Manchester were given two questionnaires, containing both closed and open questions, to measure their attitudes towards and experiences with children with speech and language difficulties. A range of attitudes was expressed and most concern was around the issues of resources (both time and knowledge based). Most teachers were positive about their expectations of such children. Attitudes were not significantly related to teachers' gender, teaching type/subject, previous knowledge of someone with speech and language difficulties or experience of children with such difficulties. Views on the educational placement for children with a range of communication difficulties varied. The authors consider that two-pronged action is needed to facilitate an improvement: a greater focus on the inclusion debate (not specifically tied to this group of children) and also additional knowledge and resources.  相似文献   

10.
Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.  相似文献   

11.
This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour – more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple learning difficulties) who frequently displayed challenging behaviour as a characteristic of their SEN. Semi‐structured interviews were conducted with ten parents of children with challenging behaviour, together with 15 educational practitioners employed in mainstream and BESD schools. Findings revealed how several parents, and staff employed in BESD schools, viewed pupils with challenging behaviour as ‘unwanted’ in mainstream schools. The remaining parents, as well as mainstream practitioners, reported the opposite and indicated that these pupils received treatment deemed to be ‘preferential’ in the mainstream. This has direct implications for those concerned with supporting pupils with challenging behaviour in mainstream settings.  相似文献   

12.
This paper describes teachers, parents and educational psychologists working together to meet the needs of children and young people with autistic spectrum difficulties in mainstream and special schools. It examines the impact on children's social behaviour of a two-session workshop for groups of parents/carers, teachers and learning support assistants about 'Social Stories' (Gray, 1994). It highlights the contribution that Social Stories can make to the management of a wide range of social behaviours, including inappropriate sexual behaviour, unsafe behaviour and obsessional behaviour. Issues raised by the use of Social Stories and their benefits for children with autistic spectrum difficulties are considered. The paper concludes by describing the developing diversity in the use of Social Stories and invites those working in the field to contribute to the body of information about their strengths and limitations.  相似文献   

13.
The Ford score     
Abstract

We combined data from the Office for Standards in Education with those from a large national survey of child and adolescent mental health and developed a simple score that schools or LEAs could use to predict the level of emotional and behavioural difficulties that they are likely to encounter. The final Ford score is based on the rates of free school meals, exclusions, unauthorized absence and children with special educational needs. These data are collected routinely, so the Ford score could easily be calculated to provide estimates of the level of emotional and behavioural problems in mainstream schools without the use of additional resources. It needs further reliability and validity testing but could provide a means of allocating resources.  相似文献   

14.
This article considers research from a preliminary study of Libyan children's accounts of their experience learning English as an additional language (EAL) within mainstream schools in the LJK. The analysis of interviews and classroom observations suggests that for equal opportunity to take place, local education authorities need to place greater emphasis on language and educational provision for newcomers to UK primary schools. In addition, there is still a communication barrier as well as a language barrier between home and school which needs to be addressed in order for children to adjust to and meet school requirements. In a similar way, parents of newly arrived children need to have clear expectations. The implications of this piece of research are extremely relevant for additional language acquisition in British schools and, in particular, for the education of newcomers whose circumstances are similar to those of the children in this study. This research also enables the voice of Arab children, as learners of the English language, to reach educators and policy makers, and empower them further in the research processes which inform British education policy.  相似文献   

15.
This study is a life history account of Bev, a special educational needs co‐ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda.  相似文献   

16.
The current study examines the impact of alternative education on children's early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The present study does not evidence a positive effect of alternative education on school engagement. In contrast, it was found that in alternative education children acted less independent compared to traditional schools. Furthermore, differential effects in terms of children's socioeconomic status and initial language achievement are explored. In alternative schools, children's initial level of language achievement tends to be less determinative for their school engagement compared to traditional schools.  相似文献   

17.
This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities.  相似文献   

18.
A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs.  相似文献   

19.
This article draws on a research project, funded by the Nuffield Foundation, looking at early years professionals' knowledge about speech and language development and their confidence and skills in assessing normal and delayed language development. Key findings, based on 829 questionnaires and 50 interviews, reveal very limited training in speech and language difficulties as part of initial training and low levels of post-qualification training in children's speech and language. Practitioners are aware of the need for early identification of children's communication difficulties but lack the tools with which to perform this identification. In order to provide a context for these results, a content analysis of the curricula from a variety of initial training routes explored the extent to which there was a focus explicitly on assessment and identification of children with speech and language difficulties. The role of professional journals and key texts in supporting practitioners in making judgements about children's language development was also investigated. The access to, and provision of, post-qualification training to support the assessment process is identified as a key area for development.  相似文献   

20.
Previous research has shown that children systematically alter the size and colour of their drawings in response to the emotional character of the figures which they draw. However, these findings have been demonstrated only with children receiving mainstream Western education. This experiment was designed to investigate whether children receiving a different kind of education also use scaling and colour differentially for depicting figures of contrasting emotional significance. 76 children, 44 children from mainstream schools (21 boys, 23 girls) and 32 children from Steiner schools (15 boys, 17 girls) were divided into two age groups, with 38 children in the younger age group (mean age 4 years 7 months) and 38 in the older age group (mean age 6 years 8 months). All children completed three drawings of differentially characterized human figures: a neutral, a happy, and a sad figure. Children from the mainstream schools drew larger figures overall, but educational background did not interact with the specific emotional character of the figures in producing these scaling changes. However, there were differences between the two educational groups in relation to the colours used for the negatively characterised figures. The findings are discussed in terms of the need to further understand the role of the educational system in mediating children's depictions of emotional character in their drawings.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号