Teaching Essays – Behaviour Children Mainstream
Teaching Essays – Behaviour Children Mainstream

Teaching Essays – Behaviour Children Mainstream

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  • Pages: 12 (3202 words)
  • Published: October 21, 2017
  • Type: Essay
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Investigating the Impact of Additional Support Needs and Inclusion in Secondary Schools

As a Teacher of Additional Support Needs in a secondary school in North East Scotland, I am fascinated by how the concept of Difference and Diversity has influenced the shift from Particular Educational Needs to Additional Support Needs and Inclusion. My aim is to examine its implications for both my own practice and that of my school.

With 14 years of experience as a mainstream secondary school instructor prior to becoming an Extra Support Needs teacher, I have gained valuable insights from my experiences and discussions with colleagues. These conversations have highlighted that behavior plays a significant role in creating an inclusive classroom environment. Colleagues often express their challenges in managing students with behavioral difficulties rather than those with "Special Needs." This sentiment aligns with the findings o

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f Paul Croll and Moses (2000), who conducted interviews with Head Teachers from Special Schools, Mainstream schools, as well as LEA Officers. According to their research, there was a prevailing belief that children whose behaviors posed challenges to the mainstream should be placed in separate settings.One Primary Head Teacher expressed concern about the ability of mainstream schools to handle children with emotional and behavioral troubles (EBD). Another Primary Head Teacher acknowledges the difficulties in managing disruptive children in mainstream schools, noting that some students place excessive demands on staff. It is common for teachers to label these children as "disturbed," implying that they are not the responsibility of mainstream educators. However, it is crucial to analyze the behavior of a small group of first-year students in my classroom and develop strategies to decrease undesirable behaviors. By promoting inclusion

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within my class, these students will have better opportunities for integration into mainstream classes later on. The causes behind such unwanted behavior can vary and may include factors like home life, environment, peer pressure, personality traits, self-confidence, and self-esteem. Instead of relying on stereotypes when addressing diversity in educational settings, we should explore individual differences. In the past, segregating individuals with special needs into separate schools was believed to benefit both them and others by ensuring their education wasn't hindered. Liverpool's School of Instruction for the Blind became Britain's first Special School in 1791 (Thomas and Loxley, 2007;The Warnock Report p8). Throughout the 19th century, more Special Schools were established to cater to blind, deaf, and intellectually disabled children.During the 20th century, there was an increase in institutions that served approximately 2% of the student population. Initially, derogatory terms like feebleminded, idiots, and imbeciles were used to refer to individuals with learning disabilities. Many voluntary organizations established specialized schools for children with specific disabilities, believing that these schools would be more beneficial and less intimidating. Dissatisfaction with the classification system used in Handicapped Pupils and School Health Service Regulations (1945), which categorized disabled children into ten different categories based on their primary disability, led to the introduction of the term "special educational needs" in the late 1960s. This text emphasizes a growing awareness of challenges faced by children in regular schools due to various difficulties related to learning or acquiring skills. Before the Warnock Report, it was commonly believed that these challenges were caused by deficiencies within a child's mind or body from a medical or psychological standpoint. The 1944 Education Act identified 11 disabilities

but did not include children who were considered uneducable due to the severity of their disability.Disabilities were primarily described in medical terms, with the exception of educational sub-normality and maladjustment, which posed challenges due to their implication of a distinction between normal and abnormal. In 1970, legislation mandated local education authorities to offer special education for all disabilities without specifying whether it should be provided in separate schools or classes. As a result, special education became associated solely with special schools. To address this issue, the Warnock commission was established in 1978 to evaluate provisions for children with mental and physical disabilities. Instead of relying on distinct categories, the commission supported specific demands and helped lay the groundwork for policies on special educational needs (SEN) outlined in the 1981 Education Act.

The 1981 Education Act introduced a different approach to defining children with SEN by stating that if they have a learning difficulty that requires specific educational provision, they are considered to have a special educational need. This encompasses physical and mental disabilities as well as any type of learning difficulty that significantly surpasses most children their age (1981 Education Act, p1). The act placed emphasis on inclusivity and integration by advocating for educating children with SEN in mainstream schools whenever possible. It also encouraged individualized treatment for each child by providing them with a learning support teacher within the classroom rather than isolating them from their peers.Over time, legislation has become more aligned with the recommendations, ultimately resulting in The Education (Additional Support for Learning) (Scotland) Act 2004. Also known as the Additional Support for Learning Act, this act replaced 'Special Educational Needs' with 'Additional

Support for Learning'. According to the act, any child or young person with additional support needs must receive extra support to benefit from education, regardless of age or educational level. It emphasizes that this support should be tailored to each individual's specific needs and different from the general provision made by the education authority for others of the same age. Unlike its English equivalent, this act explicitly includes physical and mental disabilities within the definition of "learning difficulty". There is a question about whether there have been actual policy changes or if everything remains unchanged but with a different name. The Additional Support for Learning Act builds upon the requirement established in the Education (Scotland) Act 1981 for education authorities to provide general provision to meet these needs within their areas. However, unlike before, this 2004 act mandates education governments to go beyond simply providing general provisions like specific schools and instead ensure equal and well-organized provisions for children or young individuals with additional support needs.It is the responsibility of education authorities to provide necessary additional support to children and young individuals who require it in order to benefit from education. This includes identifying those with additional support needs and evaluating the effectiveness of measures taken by schools, education authorities, and other agencies. These needs can arise from various factors such as the learning environment, curriculum arrangements, teaching approaches, abilities of the child, language barriers, family circumstances (such as homelessness or parental substance abuse), caregiving responsibilities, being under local authority care, disabilities or health issues (like sensory impairments), specific language impairment, autism spectrum disorder, learning difficulties, attention deficit disorder, depression or other mental health problems.

The Education (Additional Support for Learning) (Scotland) Act 2004 has broadened considerations for determining the type and amount of support required for individual children. This includes recognizing previously overlooked needs like English as an additional language requiring curriculum access support.According to Enquire (2006), parents have the option to inquire about additional support needs for their child and request assessments or examinations. Local authorities are obligated to have policies in place that comply with this act. The authority I work for has a variety of policies and guidelines related to disabilities/additional support needs, race equality, sensory support service quality assurance, and extra support needs. Additionally, there are ongoing policies and guidelines being developed for disability equality scheme, education for looked after children and young people, improving access to the school environment and communication for parents/visitors, educational psychology service snapshot assessment, physical access to education improvement, riding for pupils with additional support needs, safety/good practice on education excursions, supporting pupil's curriculum access using ICT (ASPECTS), swimming for pupils with additional support needs.

The following text outlines various guidelines being developed in different areas including autism support, English as an extra language learning assistance, integrated assessment framework operational guidelines, motor coordination difficulties assistance, and centripetal support service guidance.

Furthermore, the Additional Support Needs Policy Framework was published in January 2007 which includes six Nerve Pathways to Policy brochures containing the policy rules.Both the framework and Pathways to Policy Pack have the main objective of providing necessary support for children and young people by considering their personality, abilities, talents, and mental and physical capacities. Additionally, the framework promotes collaboration among all individuals involved in supporting children and young people.

In September 2005,

Scottish Ministers assigned HM Inspectorate of Education with the task of monitoring and evaluating education authorities' consistency, effectiveness, and efficiency in implementing the Education (Additional Support for Learning) (Scotland) Act 2004. The purpose was to ensure that implementation procedures align with the obligations outlined in the Act as well as its associated Code of Practice.

According to a report produced by HMIE in 2007, most authorities effectively aligned their procedures with both the Act's obligations and Code of Practice. The most successful approach has been to build on existing good practices while working collaboratively with other agencies to meet the needs of children and young people with additional support needs.

The same report states that different governments had varying levels of success in implementing the key requirements of the Act. A report published in February 2008 provided improvement guidelines to schools regarding the effectiveness and implementation of current legislation like the Education (Additional Support for Learning) (Scotland) Act 2004 and Inclusion.Schools were given the authority to assess their implementation of educational laws, leading to some schools conducting CPD sessions on how to promote inclusion and implement the Act. These sessions also consider future strategies. Inclusion has been recommended in educational legislation since 1978's Warnock Report, with Dunn's statement from 1968 supporting integration for students with disabilities. This perspective suggests that specialist teachers can provide customized programs to help these students integrate into regular classrooms at their own pace. To achieve integration within school organization, team teaching, mixed ability groups, and flexible groupings should be prioritized (Jenkinson, 1996). The text emphasizes the importance of a curriculum that caters to all students' needs and encourages collaboration between specialist instructors

and classroom teachers. Previously, "integration" referred to placing disabled children in regular settings without adequate support. However, it is now recognized that inclusion requires comprehensive changes in school policies, practices, and attitudes.According to the Center for Studies on Inclusive Education, inclusive education values all students and staff equally and enhances their participation in local schools' cultures, curriculum, and communities (Booth and Ainscow, 2002). Restructuring civilization, policies, and patterns in schools is essential to accommodate the diversity of students in the community (Thomas and Vaughan, 2004). It is important to reduce learning barriers for all students by implementing changes learned from efforts made to overcome barriers for specific students. Instead of viewing differences as problems to overcome, they should be seen as resources for learning. Students have the right to receive education in their community; therefore schools should strive to improve both for staff and students. Schools have a role in community building, values development, and achievement enhancement. They should establish mutually sustaining relationships with communities. The concept of inclusion in education is interconnected with inclusion in society (Centre for Studies on Inclusive Education, internet source). The necessity for inclusion arises because regardless of their disability or learning difficulty, children have a role to play in society after school. The most effective preparation for an inclusive life starts early at mainstream playgroups or nursery schools and continues through regular schools colleges. Education cannot be isolated from other aspects of children's lives.
Disabled children can be educated in mainstream schools with appropriate support, as stated in the Salamanca Statement endorsed by numerous governments and international organizations in 1994 (Ainscow, 1999). This inclusive approach is seen as the most

effective means to combat prejudice, promote inclusivity, and achieve education for all (Ainscow, 1999, p.74).

Segregated schooling contradicts the four principles outlined in the United Nations Convention on the Rights of the Child (Rustemier cited in Thomas & Vaughan, 2007). These principles include non-discrimination (Article 2), prioritizing the best interests of the child (Article 3), ensuring their right to life, survival, and development encompassing various aspects such as physical, mental, emotional,cognitive,social,and cultural development(Article6) Listening to children's voices and considering them seriously when making decisions that affect them is emphasized in Article 12.

However,Rustemier argues that inclusion has deviated from its original goal of eliminating exclusion. Despite claiming to prioritize inclusion,the educational system still segregates and excludes many children with learning difficulties disabilities or challenging behavior today.Joe Whittaker expresses concerns about the negative impact of special schooling and segregation on disabled children and their communities. He argues that inclusive education cannot be successfully implemented while this system persists. Governments have supported the concept of "integration" where disabled and non-disabled students learn together in the same school with equal opportunities. However, governments have also emphasized the need for some children to attend segregated special schools through legislation to ensure its continuation (Joe Whittaker 2001: pp.[page numbers]). Despite increasing support for inclusive mainstream schools and adherence to the United Nations Convention on the Rights of the Child, government statistics show a rise in independent special schools in Scotland. Certain regions of Scotland have seen varying numbers of publicly funded special schools, with some areas growing while others declining. Recently, there has been a significant increase in enrollment among students with Additional Support Needs in both primary and secondary mainstream schools.

Additionally, more students with Individualized Education Programs are attending mainstream secondary schools. For more detailed data, please refer to tables 1 and 2 (see appendix 2).According to statistics, there are 1,816 secondary school students in need of additional support due to social, emotional, and behavioral difficulties. Among these students, 1,403 are boys and 413 are girls [See table4, appendix 2]. This gender disparity is evident as a higher proportion of boys require extra support. A Scots Executive National Statistics Publication provides information about specific schools: In 2004, there were a total of 34 independent particular schools compared to 33 in 2003 and 32 in 2002. The number of students enrolled in these schools increased by eight percent from the previous year to reach a total of 1,132. Additionally, the number of instructors also increased by seventeen percent to reach a total of 334 (FTE). As a result, the student-to-instructor ratio decreased from 3.7 in 2003 to 3.4 in 2004. Furthermore, there was an eight percent increase from the previous year with a total of 1,349 students having a Record of Needs and/or an Individualized Educational Programme. The most common learning difficulties reported were social, emotional and behavioral problems (22.6 per every thousand students) and specific learning difficulties in language and/or mathematics including dyslexia (6.7 per every thousand students).Boys are more likely to have Additional Needs compared to girls, as reported by the Scots Executive. This is due to factors such as behavior issues being more frequently reported for boys and a higher number of assessments conducted on boys than girls. Gender imbalances in English EBD schools and PRUs further contribute to this disparity, with more

boys than girls attending these schools. Similar gender disparities exist in Denmark, Scotland, and Canada according to Cole et al.'s literature review (1998, 1999) mentioned by Cruddas and Haddock (2001). The report commissioned by Ofsted titled 'Managing challenging behaviour' acknowledges the global nature of this gender imbalance in Social Emotional and Behavioural difficulties (SEBD) and emphasizes the need for further research. A study conducted by the University of Birmingham aimed to provide insights for future fieldwork. According to BBC News Online article from November 2002, schools in England were offering more special assistance to male students than female students. Recent data indicates that boys account for 64% of children with special needs, while girls make up only 36%. In cases where children have official "statements" identifying their needs, the gender gap widens even more with boys representing 72% and girls only 28%. This disparity may be attributed to teachers' perceptions of what constitutes problematic behavior.The report also pointed out that schools are rejecting children with special needs because they are worried about how it will affect their exam results. The majority of students who are permanently excluded from primary and secondary schools have special needs, and there are almost five times more boys than girls in this group. This supports Rustemier's argument that a significant number of children, especially those with special needs, are being left out of the education system. According to Richard Byers, an expert on special educational needs (SEN) from Cambridge University, both boys and girls have an equal chance of having physical disabilities. However, boys are more likely to have specific learning difficulties, autism disorders, or emotional and behavioral problems compared

to girls. This is mainly due to medical reasons as certain conditions like autism are diagnosed more frequently in boys than in girls. The increasing number of autism cases has led to a higher identification of boys with SEN. Furthermore, this issue goes beyond just autism; mainstream schools often identify larger numbers of boys as having social, emotional, or behavioral difficulties. Florian believes that societal perceptions play a role here since teachers tend to see boys as more troublesome. As a result, there is an over-identification of boys with SEN while potentially neglecting the needs of girls.The Department for Education acknowledges that there is evidence indicating a tendency to categorize boys as having special educational needs (SEN) specifically related to behavior. Lani Florian, the editor of the Journal of Research in Special Educational Needs, suggests that the gender gap in emotional and behavioral issues could be as high as 10 to 1. However, theories surrounding genes and hormones have not provided definitive answers yet. Dr. Florian also questions the uncertain theory that classrooms are more welcoming for girls compared to boys. Discussions on a GTC forum confirm that there are disparities between boys and girls regarding their attitudes, learning styles, and achievements based on contributors' experiences in the classroom. Boys were described as being louder and easily losing interest, while girls were said to be quieter, more reflective, and better at written tasks. There is widespread consensus about the existence of a gender gap. It was frequently mentioned that teachers need to offer different learning experiences to accommodate various learning styles in the classroom; however, this was seen as a difficult task. When discussing a

quote from a representative from the Department for Education suggesting that professionals tend to label boys with special educational needs related to behavior, speculation emerged about whether they were implying that professionals' perceptions were incorrect. The reasons behind the apparent decrease in recognition of specific needs among girls were not addressed in the GTC forum.The issue of gender is important to consider since statistics indicate that boys are more likely to be diagnosed with autism and emotional and behavioral disorders. This data can be found in table 4 of the appendix. In 2006, there were 19 justifications for providing support to secondary students with additional needs, compared to the 11 categories defined by the Education Act of 1944. The increase in justifications may be attributed to recent government policies and initiatives promoting inclusion. As a result, there has been a rise in the number of children with additional needs attending mainstream schools instead of special schools. Furthermore, the increase in assessments and subsequent demand for extra support can be attributed to parents' rights. It is crucial to acknowledge various factors such as family circumstances and bullying that were not previously recognized as Special Educational Needs but must now be acknowledged.

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