Search results for ‘Subject term:"special educational needs"’ Sort:
Results 1 - 10 of 15
The exclusion question
- Author:
- LEPPER Joe
- Journal article citation:
- Children Now, 17.01.07, 2007, pp.18-19.
- Publisher:
- Haymarket
The Government claims exclusion of pupils with special needs have halved since it came to power but not everyone agrees. Many still feel that school exclusion is still being used to manage challenging behaviour, without looking at the reasons for this behaviour. The article emphasises the need for more guidance and training.
Moving on and keeping happy: your guide to transition and good mental health
- Authors:
- LE MESURIER Nick, BATHIA Niyati, DEB Shoumitro
- Publisher:
- University of Birmingham
- Publication year:
- 2006
- Pagination:
- 23p.
- Place of publication:
- Birmingham
Practical booklet for people with learning difficulties/disabilities with mental health problems and behaviour problems/challenging behaviour that have a Statement of Special Educational Need (SSEN).For these people there exists a prescribed programme of planning for transition from year 9 (age 14), the SEN Code of Practice (DfES 2001).
Challenging behaviour around challenging behaviour
- Authors:
- JAMES Deborah Michelle, FISHER Sue, VINCENT Sharon
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(4), 2021, pp.1166-1179.
- Publisher:
- Wiley
Introduction: The United Kingdom's Department for Education's advice on behaviour focuses on the power of staff and the strength of the policy in challenging behaviour, via rules, sanctions and rewards. We designed a video-feedback intervention for staff teams in a special educational setting who were working with children with intellectual disability and challenging behaviour. The intervention aimed to raise reflective capacity on relational mechanisms that offer new response possibilities in everyday practices within trans-disciplinary teams. Method: We conducted research with three teams (between five and seven participants in each). We report findings from two teams who were working with children (aged between 10 and 14) who staff identified as having behaviour that challenged. The intervention consisted of two video-feedback intervention sessions, using clips of good interactions between themselves and the child and a review. These sessions took place over three or four months. Qualitative analysis was conducted to analyse changes to the language and depictions of the children. Changes to the participants’ goals during the intervention were also analysed. Results: The staff's focus on the child's challenging behaviour reduced. Children who were originally depicted as isolated became depicted in relationship with peers and staff. Participants became more curious about the child and his interactions in the school and home environment. The participant's personal goals emerged through their understandings of what it meant to be good. Conclusions: Working with staff teams using video feedback can change the interactions around the child and the relational conceptualisation of the child and family. Further adaptations to the intervention are needed to raise critical reflection on the concepts that circulate around ‘behaviour’ that structure policy and shape everyday practices. (Edited publisher abstract)
Do parents and carers experiencing violent and challenging behaviour from their children fit with safeguarding models of support? Messages from a facebook study
- Authors:
- HESLOP Philip, et al
- Journal article citation:
- Journal of Adult Protection, 21(6), 2019, pp.285-295.
- Publisher:
- Emerald
Purpose: This paper reports research findings on the experiences of parents/carers of children with special education needs and disabilities who present violent and challenging behaviour. More specifically, the purpose of this paper is to explore how parents/carers report how their support needs are met by social care services. Design/methodology/approach: The research is an empirical study which considers the challenging side of parenting children with additional needs. Data were gathered through a national online social media focus group and thematically analysed to identify emerging themes from an overlooked community. The study applied a participatory approach, with researchers and participants collaborating in designing and producing the research. Findings: Participants reported a multitude of adversities and they experience difficulties in accessing support from professionals. The parents and carers expressed a continued desire to care for their children, often during much adversity and in receipt of little recognition or support from external agencies. An emerging theme was that they are often not assessed in their own right by agencies who focus on safeguarding. Research limitations/implications: In this online participatory study, participants were self-selecting and the research relied on self-report during online discussions. Originality/value: This study is original in applying an innovative research methodology using online focus groups with an under researched community. This online focus group generated real time data and offered participants the opportunity to share information in their own environments. The themes emerging from this research have implications for policy and practice for an under reported adult community who experience increasing vulnerabilities. (Publisher abstract)
Teaching staff knowledge, attributions and confidence in relation to working with children with an intellectual disability and challenging behaviour
- Authors:
- RAE Helen, MURRAY George, MCKENZIE Karen
- Journal article citation:
- British Journal of Learning Disabilities, 39(4), December 2011, pp.295-301.
- Publisher:
- Wiley
Recent legislation in Scotland means that the majority of children with an intellectual disability will be taught in mainstream schools. These children can display challenging behaviour that can be a major cause of stress for teachers. This qualitative study examined the knowledge of 40 teaching staff from the south-east of Scotland regarding the definition and management of challenging behaviour displayed by children with an intellectual disability. Knowledge levels were relatively low, and participants were most likely to define challenging behaviour by function or topography. Teaching staff were largely unaware of positive programming strategies, suggesting that they may not be properly equipped to manage challenging behaviour effectively in the longer term. The teaching staff were found to hold attributions which research suggests are associated with reduced helping behaviour and increased anger. This indicates a continuing need to identify effective ways of promoting more accurate knowledge and positive attributions in teaching staff. The study concluded that staff training in challenging behaviour was necessary to improve outcomes.
Guidelines for services for young people (14-25 years) with learning difficulties / disabilities and mental health problems / challenging behaviours: quick reference guide (QRG)
- Authors:
- DEB Shoumitro, LE MESURIER Nick, BATHIA Niyati
- Publisher:
- University of Birmingham
- Publication year:
- 2006
- Pagination:
- 28p.
- Place of publication:
- Birmingham
These Guidelines concern people with learning difficulties/disabilities with mental health problems and behaviour problems/challenging behaviour that have a Statement of Special Educational Need (SSEN), for each of whom there exists a prescribed programme of planning for transition from year 9 (age 14), the SEN Code of Practice (DfES 2001). It is expected that schools and the local education authorities to be aware of this population.
Developing local pathways for children with learning disabilities and/or autism whose behaviours challenge (including those with a metal health condition): legal duties and guidance
- Authors:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION, CHALLENGING BEHAVIOUR FOUNDATION
- Publishers:
- National Development Team for Inclusion, Challenging Behaviour Foundation
- Publication year:
- 2017
- Pagination:
- 7
- Place of publication:
- Bath
Summarises the key elements of Transforming Care guidance relevant for commissioners of children’s services and the legal duties that must be implemented for children with special educational needs and disabilities (SEND) in England. The guidance and legal duties are organised under the nine principles of Building the Right Support (2015): A good and meaningful life; Child and family carers at the centre; Support to my family and paid staff; Where I live and who I live with; Mainstream health services; Specialist multi-disciplinary health and social care support in the community; and Hospital. It is one of a set of three resources commissioned by the NHS England Transforming Care Programme to help Transforming Care partnerships, local authorities and CCGs to work together with local families. (Edited publisher abstract)
Protecting the rights of pupils with autism when meeting the challenge of behaviour
- Author:
- HODGE Nick
- Journal article citation:
- British Journal of Learning Disabilities, 43(3), 2015, pp.194-200.
- Publisher:
- Wiley
‘Positive handling’ has become a popular intervention within education and other services in England in the management of behaviours that challenge. This paper uses a vignette of an observation of the handling of children with autism as a starting point for consideration of whether this practice can ever really be experienced as positive or whether it is often little more than a mechanism of control that disregards the rights of disabled children and young people. All schools are mandated under the United Nations Convention on the Rights of Persons with Disabilities to protect the rights of disabled pupils, but, to date, there has been very little engagement by teachers with this agenda. This paper identifies some of the rights of pupils that are negated through current practice and evaluates what support Prouty's principles of pre-therapy from the field of counselling might offer teachers with developing a rights based agenda. (Publisher abstract)
Freaks, geeks and Asperger Syndrome: a user guide to adolescence
- Author:
- JACKSON Luke
- Publisher:
- Jessica Kingsley
- Publication year:
- 2002
- Pagination:
- 215p.
- Place of publication:
- London
Jackson, a 13-year-old, is one of seven children. He has Asperger Syndrome (AS), one of his brothers has AD/HD, and another is autistic. Jackson's conversational and humorous text offers helpful insights into the challenges faced by those with AS, on such topics as fascinations and fixations, sensory perception, diet, sleep, teenage language, problems with socializing at school, homework, dealing with bullies, dating, and moral dilemmas. Written for adolescents with AS, and for their parents.
Reducing restrictive practices framework: a framework to promote measures and practice that will lead to the reduction of restrictive practices in childcare, education, health and social care settings. Consultation document
- Author:
- WELSH GOVERNMENT
- Publisher:
- Welsh Government
- Publication year:
- 2019
- Pagination:
- 36
- Place of publication:
- Cardiff
A draft framework from the Welsh Government providing non-statutory guidance with the aim of promoting practice that will lead to a reduction of restrictive practices for both adults and children. Where restrictive practices are used, it also aims to ensure that this is informed by person centred planning and in a way which safeguards the individual, those whom they interact with, and those who provide services to them. Sections of the framework cover: working in a human rights framework for the reduction of restrictive practices; understanding the importance of positive behaviour support; understanding the importance of reducing restrictive practices; and principles for restrictive practices. The framework is applicable across childcare, education, health and social care sectors. It will replace the Framework for restrictive physical intervention policy and practice, published in (2005) and is open to consultation until 6 January 2020. (Edited publisher abstract)