Educating Children with Emotional and Behavioural Difficulties: Inclusive Practice in Mainstream Schools

Educating Children with Emotional and Behavioural Difficulties: Inclusive Practice in Mainstream Schools

Educating Children with Emotional and Behavioural Difficulties: Inclusive Practice in Mainstream Schools

Educating Children with Emotional and Behavioural Difficulties: Inclusive Practice in Mainstream Schools

Synopsis

Educating Children with Emotional and Behavioural Difficulties shows that it is possible for schools to provide inclusive education for children with social and emotional difficulties without jeopardising the well-being and progression of the children or compromising the academic standing of the school. Using a case-study approach, the importance of school leadership, organisational culture and classroom strategies for working with troubled individuals and their families is also emphasised. The authors also draw attention to the fact that teachers need to recognise and take account of the effect of the neighbourhood, family, educational history and their own viewpoints on a young child's emotional and social development.

Excerpt

School staff face many challenges today. Recently they have had to respond to a plethora of curriculum and assessment reforms, Literacy and Numeracy Strategies, Government-led moves toward performance indicators, regular Ofsted inspections, and a general push toward accountability and raising achievement levels of pupils. But there are other, possibly more enduring, concerns that also affect the day-to-day functioning of schools.

I get insight into these concerns in the course of one of my professional responsibilities-supervising teachers who are undertaking research for dissertations, as part of MA level courses. When choosing a topic I encourage them to reflect on their own professional concerns and ways in which they can shed light on them. The range of topics are rich and varied and in recent years have included under-achievement of particular groups in school, student motivation and attitudes, bullying, effective approaches to inclusion in classrooms, and pupils' emotional and social difficulties. Some issues are made particularly pressing because of recent events in their own or neighbouring schools, and are high on agendas of current educational and political discussion, as well as at staff meetings.

However, too often the information teachers and others need on these topics is not available in a form that they find helpful or accessible. Sometimes the topic is addressed in a way that is too academic and removed from the practical concerns of everyday school life. But there is a converse problem that seems to have become more obvious recently-a tendency to oversimplify and trivialise what is likely to be a complex issue, and offer packaged solutions instead of a full analysis.

This book series-School Concerns-has been set up to bridge the gap between these two types of approach. It was designed to address

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