Ted Cole

Inclusion for the difficult to include

In this article, John Visser and colleagues report findings from their DfEE funded study of mainstream schools’ practice in relation to pupils with emotional and behavioural difficulties (EBD). The article outlines some key features of schools which cater successfully for the needs of many pupils with EBD. This suggests that schools which foster a culture of caring, sharing and learning, as defined later in the article, are more effective in achieving inclusion for those pupils who are regarded as the most difficult to include. The full report on which this article is based (Daniels, Visser, Cole and de Reybekill, 1998) is available, as Research Report RR90, from the DfES.

The Development Of Provision For Young People With Emotional And Behavioural Difficulties: An Activity Theory Analysis

In this article we consider aspects of past and continuing transformations in specific forms of social practice relating to educational services for young people now described as having emotional and behavioural difficulties (EBD). Our particular concern is the evolution of this provision and how historical dilemmas and tensions are relevant to explaining present and likely future developments. We believe that the framework of Activity Theory, not previously employed in this field, is a useful aid to analysis and facilitates wider understanding.

Exclusion from school: short-term setback or a long term of difficulties?

This article draws on data gathered in a two‐year English government‐funded follow‐up study of secondary school children who were permanently excluded from school and who did not return to mainstream settings. It reflects on recent debates concerning different forms of social exclusion and considers what forms of service provision might prevent the multiple and overlapping forms of disadvantage that characterise ‘deep’ exclusion. This reflection is set in the context of recent policy moves in England that seek to promote practices of ‘joined up’ or interagency working. It is argued that more attention should be focussed on the organisational climate in which professionals in Children’s Services operate. This, it is argued, may make it possible to form meaningful relations and patterns of communication that join the services around the young people rather than be constrained by narrow targets that up until now have regulated professional action in the separate agencies that are now, supposedly unified, in Children’s Services.

A MODEL EXPLAINING EFFECTIVE EBD PRACTICE IN MAINSTREAM SCHOOLS

This article describes a model explaining effective EBD practice in mainstream schools. It has been developed in a series of projects by the University of Birmingham EBD Team. It focuses on the need for senior management teams to create cohesive, collaborative and purposeful schools where staff regularly review and learn from their practice. A critical mass of a schools staff has a wide understanding of the causation of EBD and of possible interventions. This knowledge and expertise informs the creation, review and implementation of policies relating to all aspects of school life. These are caring and listening schools that work closely with individual pupils and their families. It is recognised that intractable dilemmas can obstruct the realisation of the model, particularly in large schools.

HOW SHOULD THE ‘EFFECTIVENESS’ OF SCHOOLS FOR PUPILS WITH EBD BE ASSESSED?

This paper discusses the notion of ‘effectiveness’ in relation to special schools for pupils with EBD. It outlines the major factors associated with mainstream effectiveness and school improvement, the DfEE/Ofsted perspective and other relevant views, before raising questions which relate to special schools. It is argued that effectiveness measures used for mainstream schools should be employed for special schools but with further criteria added and greater emphasis placed on some factors falling within the ambit of OfSTEDs Spiritual, Moral, Social and Cultural’ dimension.

A Sociocultural Approach to Exclusion

This essay review presents an overview of the issues surrounding young people and exclusion, with a focus on the formal procedure of permanent exclusion from school. In so doing, recent literature on the issues is critiqued amongst wider reading. It is suggested that theorisation of the processes of exclusion cannot be done at any one level of analysis. A sociocultural approach requires attention to analysis at individual, cultural, historical and institutional levels.

The History of Special Provision for Pupils with Emotional or Behavioral Difficulties in England: What Has Proved Effective?.

This article asks who the children with emotional or behavioral disorders (E/BD) are in England and what programs have evolved in the 19th and 20th centuries to address their needs. Services have been provided by different agencies adopting various day and residential approaches, both proving of lasting value in some circumstances. Theoretical battles, notably between supporters of a medical approach, which concentrates on so-called within-child factors ahead of formal education, and those of the now-dominant educational model, have punctuated the past century. Too often academic standards have been low, but where they have been high this is probably explained by the human factor rather than the theoretical or physical model in place. However, effective staff have tended to operate from an essentially humanistic standpoint.

AN OVERVIEW OF ENGLISH SPECIAL SCHOOL PROVISION FOR CHILDREN WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES

This paper Introduces the work of a University of Birmingham Research Project. An overview Is given of changes and developments in the English EBD field since the last major national investigation carried out by Dawson, Wilson and Evans in the late 1970s. Major pieces of legislation have had an impact while researchers have stressed the Importance of moving away from ‘within‐child’ deficit model thinking. The ‘schools effectiveness’ movement has gathered pace and is reflected in the HMI/Ofsted view of schools for pupils with EBD. The second half of the paper outlines the difficulties encountered in trying to give an accurate picture of numbers of children deemed to have EBD and of numbers of EBD special schools In the maintained, non‐maintained, ‘approved’ and ‘registered’ independent sectors. Finally, figures based on a study of DfE statistics for 1994 are given.

Transforming troubled lives : strategies and interventions for children with social, emotional and behavioural difficulties

As inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools - too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.