David Armstrong

Educator perceptions of children who present with social, emotional and behavioural difficulties: a literature review with implications for recent educational policy in England and internationally

In support of their recommendations, recent policy pronouncements in England on behaviour (DFE (Department for Education). 2010. The Importance of Teaching – The Schools White Paper. London: TSO) and on reform of special educational needs and disabilities make reference, respectively, to educator perceptions of poor behaviour by children and to practitioner views about social, emotional and behavioural difficulties (SEBD). The evidence base for this analysis appears absent (DFE 2010) or is at best unclearly articulated (DFE (Department for Education). 2012. Support and Aspiration: A New Approach to Special Educational Needs and Disability – Progress and Next Steps. London: Department for Education). In response, this article offers a timely brief review of research, published since 2000, exploring educator perceptions of children who present with SEBD. Research included does not offer clear support to the views expressed by recent policy in England, although it does, in varied ways, suggest the need for positive change in educational practice which affects children who present with SEBD, with particular emphasis upon the need for enacting educational inclusion. Articles included in this literature review are also, briefly, analysed in terms of their: methodological features; theoretical basis, particularly applications of the theory of planned behaviour; broad disciplinary affiliations; and also underpinning rationale. Recommendations for future research and implications for international policy on this topic are outlined: particularly the role of research in persuading practitioners and policy-makers away from deep-rooted but simplistic conceptualisations about this highly varied population of children.

Thinking it through: a study of how pre-service teachers respond to children who present with possible mental health difficulties

Teachers are key professionals in responding to children and adolescents with possible mental health difficulties and who exhibit social, emotional or behavioural difficulties in the classroom. Health and education policy increasingly positions teachers as vital agents in connecting mental health services with affected young people. A growing corpus of research, however, questions practitioners’ capacity to undertake this important role, particularly given the limited space afforded to content around mental health in pre-service teacher education. This paper reports on a qualitative case study, conducted in an Australian context, investigating pre-service teacher responses to five vignettes of young people presenting behaviours indicative of possible mental health difficulties. In light of educator expectations to identify and appropriately respond to mental health difficulties, this study discloses the need for explicit, structured mental health guidance which form a discrete, core ‘knowledge base’ of teacher education. Patterns in data, analysed in light of policy literature, also suggest the value inherent in advocating open-minded, non-judgemental and collegial professional responses. Further research opportunities highlighted include a systematic review of current provision around mental health in pre-service teacher education programmes.

Addressing the wicked problem of behaviour in schools

ABSTRACT Behaviour management is an influential educational cliché in Australia, Canada, England, New Zealand and US. In practice, efforts to control student conduct in schools frequently utilise a manage-and-discipline model: a misinformed but deeply rooted set of interconnected notions about how to ensure an orderly and productive classroom. Students with disabilities affecting their behavioural development or who have mental health (MH) difficulties frequently face disadvantage, suspension or exclusion as a result of the application of this model in practice. Accommodating the behavioural needs of this population and at the same time, enabling their inclusion therefore represents a significant wicked problem for education in Australia, Canada, England, New Zealand and US. Evidence-based initiatives designed to address this dilemma in the US since the late 1990s, using PBS (Positive Behaviour Support) and also SWPBS (School-Wide Positive Behaviour Support), are outlined but the conclusion is reached that these efforts do not appear to have been successful. Recommendations are made for progress in tackling this wicked problem and include: wholehearted rejection of the manage-and-discipline model by practitioners; targeted support for teachers experiencing (or at risk of experiencing) occupational burnout; and the introduction of tangible educational policy incentives intended to encourage schools to include students who might otherwise face suspension or exclusion on behavioural grounds. Finally, this article advocates radical change in attitudes by teachers towards student conduct in schools and argues that educational practice should align with insights about human behaviour arising from research in developmental psychology.

Am I Just Stupid? Key Issues for Teachers Involved in High-Stakes Testing with Children Who Have Dyslexia

Testing, of any kind, can often be an emotionally demanding and psychologically difficult experience for students: this is particularly the case, however, for individuals who have a disability affecting language and its development. This chapter explores the implication of this issue for educational practice, specifically key issues to consider for teachers who are involved (or potentially involved) in educational assessment of this varied population of students. Students who have dyslexia, a disability frequently affecting a child’s ability to read, write and remember/retain what they learn, are focused upon in discussion of teacher involvement in High-Stakes language testing. What follows argues that, when considering teacher involvement, a distinction should be made between the ‘High-Stakes’ testing of affected children for diagnostic purpose and that carried out for other purposes, such as for example, for the purpose of educational accountability. Major legal-ethical concerns about High-Stakes testing of this population in the name of educational accountability are highlighted, suggesting that it is not a case of how, but rather if teachers should be involved in this phenomenon. Testing of students by educators as part of diagnostic assessment and with the aim of better meeting their educational needs in practice is highlighted, in contrast, as an often tricky but worthwhile activity for practitioners. Reference is also made to a conceptual frame known as a ‘resistance accommodation model’ in consideration how educators involved in High-Stakes diagnostic assessment can best use assessment data and when planning educational support or interventions. The author calls on his experience as a specialist teacher and as an educational researcher in order to frame this discussion about recommended teacher practice.

Wicked problems in special and inclusive education

This special paper provides a critical overview of wicked problems in special and inclusive education. Practically, this paper provides a strategic framework for future special issues in the Journal of Special Educational Needs. Critical attention is also given to the concept of a wicked problem when applied to research in special and inclusive education: the suggestion is made this focus can stimulate innovations necessary for educational change and begin the process through which key problems in the field are addressed. A final observation made is that tangible change is unlikely to occur in special and inclusive education without addressing the underpinning beliefs and behavioural motivations which sustain todays wicked problems. Systematic transformation is therefore unlikely to be sustained without disruptive attention to the psychological, cultural and political aspects of ‘the way things are’.

Dyslexia: Developing the Debate by Julian Elliott and Rod Nicholson. Edited By Andrew Davis

Dyslexia Developing the Debate features a wide-ranging debate about dyslexia by Professor Julian Elliott (Durham University) and Professor Rod Nicolson (University of Sheffield). Both contributors ...