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Grandison, Karen Joy. "School refusal : from short stay school to mainstream." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1517/.
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School attendance is a high profile issue at both national and local levels, and links have been made between poor attendance and low attainment, poor employment outcomes and antisocial behaviour (Reid 1999, 2002). This small scale research study focuses on a group of young people referred to as school refusers, who experience difficulties attending school associated with anxiety and emotion. This small scale, case study based research revolves around five young people who have been reintegrated into mainstream school following a period at a Short Stay School (PRU) for key stage 3 and 4 pupils with mental health and medical needs. In addition to the young people, participants include their mothers, the learning mentor from the Short Stay School and a mentor from the receiving mainstream school. Findings underline the heterogeneous nature of cases and an experience of school refusal associated with intense emotions for the young people and their parents. Change associated with school and home factors are implicated in school refusal as are factors including social anxiety, bullying, the child/parent dynamic and characteristics of the young person. School refusal is a long term matter requiring ongoing support even after reintegration.
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Douglass, Michael. "What are the practices and attitudes regarding high exclusions in a secondary mainstream school?" Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505450.
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This study attempts to understand the practices and attitudes regarding the high numbers of students who are excluded on fixed term and permanent bases from an 11-18 secondary school in Derbyshire. The research process will use a case study approach that aims to understand the underlying reasons for the high exclusion rates and consider how the school culture needs to change in order to reduce these exclusions. The case study approach will look at the practices and attitudes towards exclusions through the voices of a range of school stakeholders using semistructured interviews, questionnaires, data studies, group discussion around behaviour and observations of students labelled as having Social. Emotional and Behavioural Difficulties - SEBD.
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O'Brien, Jason L. "High school social studies teachers' attitudes towards the inclusion of ELL students in mainstream classes." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002082.
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Lenssen, Emily Bucknor. "High school English teachers and ELLs in the mainstream : perceptions, accomodations and supports for their work in an era of standards-based reform /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7561.
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Phillips, Janet Moira. "The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86205.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The aim of this study was to better understand the lived experiences of a learner in a mainstream high school, who is experiencing a speech-flow difficulty, in order to gain insight into how best to support such a learner within an inclusive classroom. The theoretical framework on which this study was based is the bio-ecological model, inclusive education, positive psychology, resilience as well as developmental psychology, specifically the developmental phase of adolescence. The purpose of this was to view the learner holistically, taking into account all of the positive support structures in her life, especially, her levels of resilience, whilst taking cognisance of the fact that she is in the adolescent developmental phase, within a mainstream high school. Inclusive classrooms should ideally be structured in such a way that they accommodate a learner’s specific individual learning needs. The methodology employed in this study was based on a basic qualitative research approach, and viewed through an interpretive paradigmatic lens. Purposive sampling was used to select a learner who was experiencing a speech-flow difficulty. Various methods of data collection were employed, such as: a semi-structured interview with the learner and her mother, diary entries from the learner, a timeline of the learner’s life drawn by the learner herself, the researcher’s observations (both in the classroom and during a break time), as well as the researcher’s own reflective notes. Documents were also made available to the researcher, and these were the learner’s school reports, the learner’s speech therapy workbook, as well as a report on the learner from her speech therapist. This data was analysed through a qualitative coding process. The research findings indicated that the learner had various experiences, both positive and negative, within all spheres of her life. The majority of her experiences were positive, as the learner had strong support structures in her life, in the form of her mother, her friends, her sound academic capabilities, as well as her level of resilience. The learner is also currently receiving positive intervention in the form of speech therapy, where she is learning various strategies in order to assist her with her speech-flow difficulty. However, there are few factors that make the learner feel uncomfortable, especially in the classroom. The researcher has thus recommended ways in which educators can better support learners who are experiencing speech-flow difficulties within their classroom.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die geleefde ervaringe van ʼn leerder in ʼn hoofstroomskool, en wat ʼn spraakvloeiversteuring ervaar, te probeer verstaan. Die doel hiermee was om insig te verkry in hoe so ʼn leerder ondersteun kan word binne ʼn inklusiewe klaskamer. Die teoretiese raamwerk waarop hierdie studie berus is die bio-ekologiese model, inklusiewe onderwys, positiewe sielkunde, veerkragtigheid, sowel as ontwikkelingsielkunde, spesifiek die adolessente ontwikkelingsfase. Die mikpunt was om die leerder holisties te beskou, deur al die positiewe ondersteuningstrukture in haar lewe in ag te neem veral haar vlakke van veerkragtigheid, terwyl die feit dat sy haar in die adolessente ontwikkelingsfase bevind, en in ʼn hoofstroomskool is, verder lig op haar ervaringe kan werp. Inklusiewe klaskamers behoort dus in so ʼn mate gestruktureer te wees dat individuele behoeftes van leerders in ag geneem word. Die navorsingsmetodologie in hierdie studie het berus op ʼn basiese kwalitatiewe benadering, en beskou deur ʼn interpretatiewe paradigmatiese lens. ʼn Doelgerigte steekproef is gebruik om ʼn leerder te identifiseer wat ʼn spraakvloeiversteuring ervaar. Verskeie metodes van data-insameling is gebruik, byvoorbeeld semi-gestruktureerde onderhoude met die leerder en haar moeder, dagboekinskrywings van die leerder, ʼn tydlynoefening wat die leerder van haarself geteken het, die navorser se waarnemings (binne die klaskamer sowel as op die speelgrond), asook die navorser se reflektiewe notas gedurende die proses afgeneem. Dokumente is beskikbaar gestel aan die navorser, naamlik die leerder se skoolrapporte, haar werkboek wat sy gedurende spraakterapie sessies gebruik, sowel as ʼn verslag deur die spraakterapeut wat die deelnemer tans konsulteer. Die data is geanaliseer met behulp van ʼn kwalitatiewe koderingsproses. Die navorsingsbevindinge dui ʼn verskeidenheid van ervarings (positief sowel as negatief) aan wat die leerder binne al die areas van haar lewe ondervind. Die meerderheid van haar ervaringe is positief, aangesien sy sterk ondersteuningsstrukture in haar lewe het, veral haar moeder, haar vriende, haar sterk akademiese vermoeëns sowel as haar veerkragtigheid. Die leerder ontvang ook tans ʼn baie positiewe intervensie van ʼn spraakterapeut, waar sy ʼn verskeidenheid strategieë aanleer, wat haar help om die spraakvloeiversteuring mee te hanteer. Daar is egter ʼn paar faktore wat haar ongemaklik maak, veral in die klaskamer. Die navorser kan dus ‘n verskeidenheid van riglyne aanbeveel waardeur leerders met spraakvloeiversteurings ondersteun kan word binne die klaskamer.
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Edmondson, Suzanne Marie. "An interpretive phenomenological analysis of the lived experiences of young people with a moderate hearing loss attending mainstream secondary school." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7829/.
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Research indicates that children with hearing loss face a number of difficulties academically, socially and emotionally. Although there has been much research with the severe to profound deaf population there has been little research into the life experiences of children with moderate hearing loss who attend mainstream secondary schools. This research sought to address this by examining the experiences of five Year nine children with moderate hearing loss. Data was gathered through semi-structured interviews in the young person’s school setting and was analysed using Interpretative Phenomenological Analysis. Although each participant had unique experiences there seemed to be a number of common themes arising including; coping and support, social acceptance, self-concept and confidence, auditory factors and teachers and learning. This study indicates that young people with moderate hearing loss continue to face social, emotional and academic challenges. With educational psychologists regularly visiting schools there appears to be a role for them in increasing deaf awareness and checking that young people with a hearing loss are receiving the necessary support.
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Puttock, Robin Leigh Ziegenbalg. "Empathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/83865.
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All people experience stress in their environments. The specific causes of stress vary from person to person as does one's ability to cope with each stressor. This thesis introduces the concept of Empathetic Design, a design strategy possible only when empathy for the inhabitant is achieved by the designer. An Empathetic Designer is able to identify
environmental stressors and can employ appropriate design strategies that reduce stress. Though this strategy is meant to be applicable for all people in all environments, the scope of this thesis focuses on the design of elementary school environments. Specifically, the scope is limited to how Empathetic Design can reduce stress and foster the inclusion of high functioning autistic children in a mainstream educational environment. This thesis combines current learning theory and autism research with a visual exploration of building types from six periods of American school design. The hope is to create Empathetic Designers who will inform design of future elementary school facilities.Master of Architecture
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Roome, Timothy. "Exam stress experienced by GCSE students in a mainstream secondary school : perceptions of the effects on wellbeing and performance." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8595/.
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In the UK education system, an ‘audit culture’ has led to pressures being placed on students to achieve high grades in their GCSEs (Torrance, 2004). It has been suggested that schools are required to achieve good academic results and look after their students’ wellbeing, causing a conflict in relation to public examinations, such as GCSEs (Putwain, 2009). School staff support both performance and wellbeing by preparing students for exams. However, research suggests that there is a danger that many underperform, or are negatively affected (emotionally) by exam stress, or both (Putwain, 2007). The aims of this research were to explore the views of students who had recently taken GCSE exams. The research aimed to gain an understanding of how Year 12 students felt their GCSE experiences affected their wellbeing and performance, what factors contributed to or alleviated their levels of exam stress, and whether theories such as Achievement Goal Theory (Elliot and McGregor, 2001) could be used to explain the individual differences in levels of exam stress. The research questions were explored using semi-structured interviews and Interpretative Phenomenological Analysis. Findings and conclusions provided ways to improve the support for students during their GCSEs, improving academic performance and wellbeing.
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Harrison, Robert S. (Robert Seidel). "A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279002/.
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The purpose of the study was to compare the relative benefits of treating at-risk students, those considered to be potential dropouts, by separating them into special classes at a separate facility—a pullout program—versus having them remain in regular classes with periodic supplemental counseling based upon individual needs—a mainstream program. To carry out the purpose of the study, students enrolled in the two types of treatment programs were compared in respect to retention in school, attendance, academic achievement based upon pretest and posttest scores, report card grades, and attitude toward school.
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Hutchins, Roger Clive. "High achieving pupils' experiences of assessment for learning in a mainstream junior school : a qualitative case study drawing on perspectives from psychoanalytic theories." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018009/.
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Assessment for Learning (AfL) remains a controversial and a significant aspect of education across the world, with both opportunities and dangers being presented as this strategy moves from being a radical new initiative to becoming routine. Investigating children’s experiences of AfL with a group of higher achieving pupils in a junior school in England, consideration is given to their cognitive responses to AfL, their personal psychological responses and their experiences of AfL in interaction with their teachers. Theoretical positioning is primarily drawn from the psychoanalytic concepts of Donald Winnicott – creativity and compliance, True and False Selves and the potential space. Lesson aims, success criteria, feedback, self-assessment and peer assessment are viewed through the eyes of the children with results which both support and challenge underlying formative assessment theory. Contributions to knowledge include the effects of the routinization of AfL; the necessity of taking into account the impact of the educational context in any study of AfL; the selective use that pupils make of AfL strategies; and the importance of taking the age, maturity and experience of pupils into account when examining the effectiveness and impact of AfL strategies in the classroom. These assessment strategies are being developed within a context of ‘assessment as measurement’ where ‘learning’, ‘progress’ and ‘improvement’ are regarded by pupils and staff alike as taking place when increasingly higher national curriculum levels in maths and English are being achieved by the children. The danger of routinization is apparent as pupils employ the assessment strategies they have been taught and have experienced throughout their school careers in a mechanical and instrumentalist way. As one pupil said, ‘It’s a bit like cleaning your teeth in the morning. It’s something you just do.’
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Wong, Kam-pun Donna, and 黃錦賓. "Integration or toleration?: students' social relationships with and attitudes towards peers with disabilities in two mainstream schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29949464.
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Cavan, Joanna Stoughton. "A cross-cultural narrative inquiry into language, culture, and identity development of three high school female immigrant stduents and their mainstream schooling experience in Atlanta, Georgia." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/joanna%5Fc%5Fdawson/cavan%5Fjoanna%5Fs%5F200601%5Fedd.pdf.
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Thesis (Ed. D.)--Georgia Southern University, 2006."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 243-273).
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Lawrence, Nelson T. "Career track outcomes for cooperative education students at Kaukauna High School six year follow-up of career choices of mainstream and EEN students enrolled in Technology Education CO-OP Program /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999lawrencen.pdf.
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Bradley, Ryan James. "'Why single me out?' : peer mentoring, autism and inclusion in mainstream schools." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7846/.
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The past decade has seen a significant increase in the number of autistic students attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence based practice within schools. A mixed methods multiple case study design was used to evaluate the impact and outcomes of a new peer mentoring programme targeting the inclusion of autistic students. Twelve autistic students and thirty-six non-autistic students participated as mentors across five mainstream secondary schools in the South East of England. Semi-structured interviews were used to record the views and experiences of the mentors and staff participating in the programme. Autistic mentors completed questionnaires on levels of social satisfaction, bullying and social competence. All showed improvements over the course of the programme. These findings highlight the importance of the full inclusion of autistic students in peer mentoring programmes and the use of approaches promoting social competence. The study has wider implications on the way educational approaches for autistic students are developed and implemented in mainstream secondary schools.
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Lehane, Teresa Geraldine. "Experienced teaching assistants' perceptions of their work in the inclusion of pupils with 'special educational needs' in English mainstream secondary schools." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4125/.
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This study explores Teaching Assistants’ perceptions of their work in the inclusion of pupils with ‘special educational needs’ (SEN) within secondary schools. In a field where much research focusses on the technicist, exploration of ‘inclusion’ and of power is prioritised. Elements of critical discourse analysis (CDA) are used to examine the words of Teaching Assistants (TAs) talking about their work. A simple CDA framework is produced, based on the work of others and piloted with (public domain) film footage of TAs talking about their work. The framework is then used to analyse interviews with 8 TAs who have extensive experience. The TAs prioritise discretion, even imperceptibility, as they actively stay ‘under the radar’ of teachers. A divide within mainstream schools between ‘the mainstream’ and SEN resourced ‘base’ seems apparent to the TAs, whether the base is geographically separated or not. ‘Inclusion’ is actively sought, for example through advocacy and alternative provision. Insights from Foucault, Derrida and Goffman are deployed in the analysis in order to contribute theoretical imagination to consider why limitations in TA practice may occur. A degree of emotional labour is indicated but Goffman’s work on managing spoiled identity, stigma and ‘cooling’ is of particular interest.
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Wicks, Abigail Rebecca. "Autism spectrum conditions and anxiety in mainstream secondary schools : an investigation with pupils, parents and learning support assistants." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/66148/.
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Despite the increasing prevalence and diagnosis of Autism Spectrum Conditions (ASC) and the increasing number of children and young people (CYP) with ASC in mainstream schools, there is little qualitative research exploring a common element of the condition, anxiety. This study adopts a qualitative research paradigm and attempts to develop understanding of and insight into the lives of CYP with ASC by giving a voice to these pupils, their parents/carers and members of staff who support them. Adapted, semi-structured interviews using a cognitive-behavioural framework were used to elicit participants’ views. The data were triangulated and analysed using thematic analysis to ensure detailed analysis of the topic. The themes highlighted a number of school scenarios that cause anxiety and distress for pupils, as well as the negative thoughts, feelings and behaviours associated with such situations. Psychological explanations for these findings were examined. Pupils found talking about their anxieties and using distraction techniques to be helpful anxiety-management strategies. For school to be ‘anxiety free’ participants alluded to a setting in which the CYP would be understood and accepted. The environment would be calm and predictable. Implications of the study, its relevance to the EP profession and further areas for research are discussed.
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Roux, Madelein. "Reasons for including/excluding learners with permanent mobility impairments in mainstream high schools in East London." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86239.
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Thesis (MHumanRehabSt)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Internationally, ensuring that all persons, in particular the vulnerable and marginalised, have access to their human rights is advocated now more than ever. Access to education is one of these rights. For persons with disabilities, which includes learners with permanent mobility impairments (PMIs), realising the right of access to education can be achieved through developing an inclusive education system. This study set out to understand what mainstream high schools in East London consider as challenges in enrolling and accommodating learners with PMIs, and how decisions are based to include or exclude these learners. A cross-sectional, descriptive study, using a mixed methods design and which was exploratory in nature was used to address the study aim and objectives. The method of inquiry was achieved through survey research. The study setting was East London, in the Eastern Cape, South Africa. The study population comprised 21 mainstream high schools in the city, as represented through a member of the educational staff. Only 12 schools (57%) actually participated in the study. These schools were either public or independent, English-, Afrikaans-, isiXhosa- or bilingual-medium, single gender or coeducational schools, with or without learners with PMIs in the school in urban or peri-urban East London. No sampling was done. Data was collected via e-mail through a self-administered questionnaire. It was found that four learners with PMIs were enrolled in the participating schools. The majority of participating schools did not receive applications from learners with PMIs. The greatest barrier to inclusion was related to infrastructure challenges. I had the impression that the participants’ understanding of ‘inclusion’ and ‘mainstreaming’ was confused, and it appeared that the main idea was to mainstream. Recommendations made for practice include completing access audits of mainstream high schools, developing human resources, developing consulting services, monitoring the implementation of the Education White Paper 6, and making global changes in line with inclusion of persons with mobility impairments. It is hoped that this study might serve as a pilot study for a provincial study in the Eastern Cape. Such a study should determine the prevalence of learners of high school age with PMIs,and the percentage of these learners in mainstream high schools. Further, it could determine perspectives regarding inclusion of learners with mobility impairments in mainstream high schools from all involved stakeholders. A study could also be conducted to determine whether or not, and why, learners with PMIs apply for enrolment in mainstream high schools.
AFRIKAANSE OPSOMMING: Die internasionale neiging is om te probeer verseker dat alle individue, en spesifiek die wat deel vorm van marginale groepe, soos mense met gestremdhede, se regte beskerm word. Toegang tot onderwys is een van dié regte. `n Inklusiewe onderwysstelsel kan help om die reg tot onderwys te verseker vir persone met gestremdhede, insluitend leerders met permanente mobliteitsgestremdhede. Die doel van die studie was om vas te stel watter uitdagings hoofstroom hoërskole in Oos-Londen voorsien of ervaar met die toelating van leerders met permanente mobiliteitsgestremdhede in die skole. Verder wou die navorser ook vasstel op grond waarvan leerlinge met permanent mobiliteitsgestremdhede in die skool toegelaat word al dan nie. `n Beskrywende, dwarssnitstudie was gedoen. Beide kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om te verseker dat die doel van die studie ten volle aangespreek kon word. Die metode van ondersoek was deur opname-ondersoek behaal. Die studie was in Oos-Londen, in die Oos-Kaap Provinsie van Suid-Afrika gedoen. Die studiepopulasie het bestaan uit 21 hoofstroom, hoërskole in die stad. Geen steekproefneming was gedoen nie. Twaalf van die skole het toestemming verleen om aan die studie deel te neem. Data is ingesamel by die 12 skole (57%). Demografiese eienskappe van die skole het gewissel: daar was openbare en onafhanklike skole, Engels, Afrikaans, isiXhosa en tweetalige skole, enkelgeslag en gemengde skole, en skole met en skole sonder leerders met permanente mobiliteitsgestremdhede in stedelike of peri-stedelike Oos London. Data is ingesamel deur `n vraleys wat deur die deelnemers self voltooi was. Die vraelys is deur middel van e-pos of per hand by die skole afgelewer. Die studie het bevind dat daar vier leerders met permanente mobiliteitsgestremdhede in die deelnemende skole ingeskryf was. Die meerderheid van die deelnemende skole het geen aansoeke van leerders met permanente mobiliteitsgestremdhede ontvang nie. Volgens die deelnemende skole sal ontoeganklike infrastruktuur die grootste struikelblok veroorsaak met die toelating van leerders met permanente mobiliteitsgestremdhede. Voorts wou dit voorkom asof die fokus van skole nie op inklusiewe onderring was nie, maar eerder op die aanpassing van indivudele leerlinge by die hoofstroom.Die volgende aanbevelings uit die studie behoort te help om inklusiewe onderrigspraktyke te vestig in die studie skole: Toeganklikheidsoudits van die hoofstroom hoërskole, ontwikkeling van menslike hulpbronne, konsultasie met raadgewende dienste, die monitering van die implementering van die Onderwys-Witskrif 6, en globale veranderinge om persone met mobiliteitsgebreke te akkommodeer. Verder kan hierdie studie dien as 'n loodsstudie vir 'n soortgelyke provinsiale studie in die Oos-Kaap. Dié studie kan poog om die prevalensie van leerders met permanente mobiliteistgestremdhede van hoërskool-ouderdom in die provinsie te bepaal asook watter persentasie van die leerders in hoofstroom hoërskole is. Voorts kan die studie die perspektiewe van al die betrokke belanghebbendes bepaal. ‘n Studie kan ook gedoen word om te bepaal of leeders met permanente beperking in mobiliteit wel aansoek doen vir inskrywing in die hoofstroom hoërskole.
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Flint, Lucy Marie. "Exploring the lived experiences of pastoral staff identifying and supporting pupil mental health needs in mainstream secondary schools." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20570/.
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The prevalence of children and young people with mental health needs is of national and local concern. Changes in legislation have explicitly made the identification and support of pupil mental health needs a role for schools. Research indicates the identification of pupil mental health needs has a multitude of barriers meaning said needs are frequently unidentified. This is of concern given it is estimated that half of mental health needs have their onset during adolescence and are related to negative outcomes such as poor educational attainment and in some cases, suicide. School staff are tasked with performing a Tier 1 (Universal Services) mental health professional role. However, there is considerable variation in the support school staff receive when performing this pastoral role and routine pastoral care has received little attention in the literature. The purpose of this research was to explore the lived experiences of lead pastoral staff identifying and supporting adolescent pupil mental health needs in mainstream secondary schools. Semi-structured interviews were conducted with four purposively selected members of secondary school staff performing lead pastoral roles. The interview transcripts were analysed using Interpretative Phenomenological Analysis (IPA) and the following four overarching themes were found to be relevant for all participants: Multiple Conceptualisations of Role, A Myriad of Emotion, Constraints and Conflict, and Remit. These findings are discussed in the context of existing literature and the limitations of this research are considered. Implications for educational psychology practice are proposed, relating to the different levels at which educational psychologists work: individual, group and organisational. Suggestions for future research related to pastoral leads identifying and supporting adolescent pupil mental health needs are provided.
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Ramshaw, Elizabeth. "Social competence and moderate learning difficulties : a comparative study of pastoral care in mainstream and special secondary schools." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/1061/.
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This study is concerned with the pastoral care of pupils with Moderate Learning Difficulties in special and mainstream secondary schools. It explores the relationship between pastoral care and social outcomes. Since the agenda to include pupils with learning difficulties in mainstream schools was introduced, research has focused on academic results, leaving a gap in the educational knowledge base regarding the personal and social development of these learners. The study was undertaken in two phases, in one Further Education College, in the first term of the academic year. Phase one comprised semi-structured interviews with learners, all of whom had Moderate Learning Difficulties and had recently left secondary school. Interviews were undertaken with 26 students. Half of the participants had previously attended mainstream and half special schools. The second phase incorporated the whole cohort of students with Moderate Learning Difficulties who had embarked on their college career that term; 68 participants, again from special and mainstream schools. The results of the initial assessments conducted by a team of specialist professional staff were analysed. Particular consideration was given to the skills relating to social confidence and self-esteem. What emerged from the study was that the students who had attended special schools had received a high standard of individual pastoral care as opposed to their mainstream counterparts who had received little or none. There were marked differences between the two groups, with the learners who had previously attended special schools demonstrating significantly higher levels of social confidence and self-esteem. The research indicated that there is an association between the quality of pastoral care and that of social outcomes for pupils with Moderate Learning Difficulties. The study concludes with recommendations to all levels of education, from policy makers to practitioners. These are intended to enable all secondary schools pupils with Moderate Learning Difficulties to benefit from robust and effective pastoral care which will produce positive social outcomes.
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Hamilton-Roberts, Amy. "A proposed model for predicting the willingness of mainstream secondary teachers to support the mental health needs of pupils." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/35877/.
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Recent research has suggested that ten percent of school aged children and young people within the UK experience a clinically diagnosable mental health problem (Green et al., 2005). Schools, teachers and educational psychology services are increasingly required to help with the prevention, early recognition and management of mental health difficulties. In particular, teachers have been identified as important supporters of pupil mental health needs as tier one mental health workers and providers of universal mental health services (DfCSF & DH, 2008; Ofsted, 2005). However, a comprehensive review of both government and academic literature indicated that the feasibility of this expectation is largely unexplored, particularly within the UK context. Therefore, this thesis sought to investigate the perspectives of mainstream secondary school teachers regarding pupil mental health needs in order to develop a predictive model of their willingness. The rationale for focusing on willingness was that psychological theory indicates that willingness is an important determinant of actual behaviour (e.g. Ajzen, 2005). A model was developed based upon the theory of planned behaviour (TPB), but which included other relevant elements identified within the literature. The model was tested using a questionnaire developed for the purpose of the study, which was found to have both internal reliability and validity. Teachers from 14 schools within 9 South Wales LEAs completed the questionnaire (n=217). Regression analysis provided support for the proposed model, indicating that teacher age, level of personal experience and attitude towards the role were particularly strong predictors of teacher willingness. This research has many implications in terms of developing the capacity of schools to support the mental health needs of their pupils, for example, in providing an understanding of some of the social-cognitive processes which may influence teacher willingness. Additionally, the research has identified an important role for educational psychologists in terms of supporting schools to develop teacher willingness, for example, through tailored training.
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Meehan, Louise Melissa. "The mental health of young people with autism and Asperger syndrome in mainstream secondary schools : a multiple case study approach." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3028/.
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The increased prevalence and negative impact of mental health difficulties amongst those with autism and Asperger syndrome has been reported by researchers, clinicians and people with autism themselves. Schools are key environments for those with autism, but there is little research regarding how they promote or demote their mental health. Eleven young people in Key Stage Three from three mainstream schools were part of a multiple case study, which explored and compared the perspectives of young people, their parents and school staff, regarding the mental health of those with autism or Asperger syndrome. Data was gathered using semi-structured interviews and subjected to thematic analysis. The well-being of many young people was reported to be good, although two showed signs of stress daily. In some cases well-being had varied significantly over recent years. Eight pairs of factors that promoted or demoted mental health were identified. These related to ethos, awareness of needs, friendships, learning support, pastoral care, noise levels, predictability and organisational skills. Further research is needed to clarify these factors, but this study supports the notion of schools as mental health promoting environments for those with autism and Asperger syndrome and highlights potential areas of focus.
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Lyles, Sigrid K. "Patterns and perceptions of friendship among mainstreamed intellectually impaired junior high school students and their non-handicapped peers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ32003.pdf.
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Maidin, Hajah Mustazah. "Toward inclusion of high support need students in mainstream primary schools : a comparative study of teachers' attitudes, provision and roles of EPs in Brunei and the UK." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/107552.
Full textAbstract:
This paper reports the two parts of a comparative study of teachers’ attitudes towards, and the provision and role of, Educational Psychologists (EPs) in the inclusion of high support needs (HSN) students in mainstream primary schools in Brunei and the UK. In Study 1, the extent to which teacher attitudes towards inclusion were affected by two variables—teacher-related variables and educational environment-related variables—were examined. Teachers of Reception and Key Stage 1 classes in Brunei, and in a county in the south-west of England were asked to respond to a questionnaire concerning their willingness to include HSN students in their class. The questionnaire was designed as a means of obtaining information concerning the teachers’ background variables, teachers’ attitudes towards inclusion and the availability of support structures and services received by the teachers. The data were analysed using a series of statistical methods which included analysis of variance (ANOVA), t-test and Pearson correlation. The major finding was that both the Brunei and UK teachers held positive attitudes towards inclusion of HSN students, with the teachers in the UK being more positive than teachers in Brunei. Factors associated with more positive attitudes are discussed with reference to background variables, support structures and service deliveries, as well as cultural and policy differences between these two countries. Following this study, Study 2 was carried out in which the provision of support services, including the role of EPs in the inclusion of HSN students in mainstream schools in Brunei and the UK, was further explored. In this descriptive study, the support structures in Brunei were compared to those in the UK, with specific regard to the roles of EPs towards the inclusion of HSN students. This study examined the perspectives of teachers and EPs in Brunei and the UK regarding the provision, support structures and service delivery currently operating in the class and/or school. A specially designed questionnaire was administered to the teachers, and a sample of teachers and EPs were interviewed. While quantitative data was analysed using the SPSS package, qualitative data including interview transcripts were analysed using identification, coding and comparing common themes. Results showed that teachers in Brunei and the UK indicate the issues of resources and teaching materials, support from SENCOs, TAs and EPs and more aide time, as support structures currently operating in the class or school for successful inclusion to take place. While Brunei teachers rate the involvement of EPs towards the inclusion of HSN students as very important, teachers in the UK rate EPs’ involvement as important. With regard to the role of EPs, teachers in Brunei gave important ratings to all the ten Educational Psychology services listed. Teachers in the UK gave important ratings to eight of the services while their role in conducting research and constructing IEPs were considered as neither important nor unimportant. On the other hand, EPs in Brunei and the UK perceived their roles in consultation as important. Teachers in both countries wanted EPs to be available on a daily basis at their schools. Implications for future Educational Psychology practice and research are discussed.
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Tyson, Helen Claire. "An exploration of the transition planning experiences of young people with additional educational needs in a mainstream context, as they consider their post-16 plans (Volume 1) &, A series of professional practice reports (Volume 2)." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3063/.
Full textAbstract:
There has been much consideration given to supporting the post-16 transition needs of young people with learning difficulties and complex needs who have been educated within special school settings, but limited attention paid to those within mainstream schools. This study explores the transition planning and support experiences of four young people with identified additional educational needs, attending a mainstream comprehensive secondary school as they approach their transition into further education or work-based training. It also explores the views of their SENCO, Connexions Personal Advisor and a teacher in order to illuminate professional perspectives. The impact of the framework for transition support outlined in the SEN Code of Practice (DfES, 2001) on the support delivered and the resulting experiences of young people constitute a further area of enquiry. Within an integrating conceptual framework derived from Bronfenbrenner's (1979 & 2001) ecological systems theory and bioecological model, qualitative data derived from semi-structured interviews were analysed and interpreted using thematic analysis (Braun & Clarke, 2006). Within Bronfenbrenner's (2001) 'person, process, context and time' model, a range of factors that independently and in combination influenced the transition planning and support experiences, were indentified. The research highlights how these factors interact with one another, and how the complex interactions within and between systems further mediate the young person's experiences. The research also draws attention to a difference between espoused theory and theory in practice (Argyris & Schön, 1974), in regard to transition support and planning provided in the school.
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Karamichael, Joulia Paraskevi. "Experiences of a deaf learner in an mainstream high school." Thesis, 2008. http://hdl.handle.net/10210/923.
Full textAbstract:
While the move towards the inclusion of learners with a learning disability gains momentum, the Deaf community is reluctant for the inclusion of deaf learners in a mainstream society. Arguing that the needs of deaf learners are entirely different to those of other learning disabilities, they believe that a mainstream educational environment will deprive a deaf learner with a sense of identity and a common culture. Consequently, the purpose of this research essay is to investigate the experiences of a solitary mainstreamed deaf learner in a high school educational environment, and to try and ascertain the effect such an educational environment has had on him. My participant is currently the only deaf learner in his school. He is completing Grade 12 this year at an IEB school. Utilising an oral-audal mode of communication, as well as having a cochlear implant and an assistive device, the participant communicates predominantly through lip-reading and speaking English. He identifies himself as belonging to a hearing world, and as such his exposure to other deaf peers, Deaf culture and Sign language is minimal. This research study employed a qualitative research design and data was collected using documentation, an open questionnaire, observation and an in-depth interview. All data collected was analysed using the qualitative content analysis technique. Each data source was analysed, data was broken down into codes, grouped into common categories and finally placed in educationally relevant themes. In this research essay, four themes were identified, namely the learning environment, mode of communication, socialisation in a hearing world and mainstream versus specialised educational settings. Through the analysis of the data it became evident that aspects such as the curriculum, educators’ teaching strategies and methodologies, as well as the school’s extra-curricular programme all contributed to the learner’s learning environment. While utilising an oral-audal mode of communication, the participant’s audal input is affected by his ability to lip-read, environmental pollution, and his familiarity with the speaker. Because he has been exposed to a hearing environment from birth, he has developed adequate socialisation skills. While preferring to socialise with individuals who are familiar with him, he does however not mind socialising with strangers. As such he has developed good social skills. While having been exposed to both a mainstream and a specialised educational setting during his educational career, the participant has enjoyed the opportunities mainstream education has afforded him and encourages other deaf learners to mainstream as he has. He does however state that in order to succeed within a mainstream environment, the deaf learner has to be self-motivated, confident and an active participant both in and out of the classroom. In addition, the participant felt that having mainstreamed had affected his character, making him quieter, more sensitive, gentle and emotionally strong. In essence, the following study has helped to highlight both the benefits and challenges a deaf learner faces in a mainstream educational environment. Through the concerted and unified efforts of all stakeholders – the school, its educators, the deaf learner and his family, it becomes evident that deaf learners can be successfully included and achieve positive academic, emotional and social development.Mrs. O.R. Pettipher
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Thompson, Lynette Sharon. "Dyslexia : an investigation of teacher awareness in mainstream high schools." Diss., 2014. http://hdl.handle.net/10500/13373.
Full textAbstract:
The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and their perceptions of the adequacy of their pre-service and in-service training in dyslexia. The sample comprised teachers at 16 mainstream high schools in the Western Cape. A Likert type scale questionnaire was used to collect data that were analysed by means of a sign test of difference and a Kruskal-Wallis test of variance. The results indicated that teachers had adequate knowledge of dyslexia, believed they are able to identify and manage dyslexia, and believed that they received little or no pre-service and in-service training in dyslexia. The main conclusion that can be drawn is that teachers need on-going adequate pre-service and in-service training in the field of dyslexia.Department of Psychology
M.A. (Psychology)
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Combrink, Amanda. "The experience of grade 8 and 9 learners in a mainstream high school after attending a remedial primary school." Thesis, 2015. http://hdl.handle.net/10539/18238.
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Submitted in partial fulfilment of the requirements for the degree of
MASTER OF EDUCATION
(INCLUSIVE EDUCATION)
at the
UNIVERSITY OF THE WITWATERSRAND
FEBRUARY 2014Historically in South Africa, learners with Special Educational Needs (SEN) and who experienced a barrier to learning were either sent to a special school or did not attend school at all. The move towards an inclusive education society changed this; all learners are now allowed to be educated in a single mainstream education system. It is important to discover what issues learners with SEN experience in mainstream schools in order for educators to determine how to improve the system. Research has shown the importance of listening to the voices of learners who are marginalised in school in order to do so. This study explores the experiences of learners who have moved from a remedial primary school to a mainstream high school by giving them the opportunity to let their voices be heard. A literature review done on inclusion and voices revealed that there is a lack of information regarding how these learners experience school. Data gathered from individual interviews, journals and message-in-a-bottle questions revealed that learners find the transition from a remedial primary school to a mainstream high school very difficult. The fact that they had attended a remedial school brought with it certain labels and levels of marginalisation. Such learners have to work very hard to overcome a number of challenges in high school.
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Pillay, Renel. "Teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26979.
Full textAbstract:
Limited research is available on teachers’ perspectives on addressing barriers to learning in learners in low to middle-income countries, such as South Africa. The main aim of the current research was to describe teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province. The study adopted a qualitative approach and data was collected by means of interviews, document analysis, and observations with 12 teachers in the school. The results of the study indicate that there are various challenges when addressing barriers to learning in learners. Furthermore, teachers respond to the diverse needs of learners by identifying the needs of learners and differentiating the curriculum. Lastly, teachers mentioned various forms of support that could help them effectively address the barriers to learning in learners in inclusive settings. Future countrywide research should focus on teachers’ perceptions when addressing barriers to learning in independent mainstream schools in South Africa.Inclusive Education
M. Ed. (Inclusive Education)
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Garnett, Bruce William. "The effects of ESL : a case study of mainstream teachers’ perceptions of ESL students and the ESL program at a junior high school." Thesis, 1999. http://hdl.handle.net/2429/9053.
Full textAbstract:
This research documents one junior high school's mainstream teachers' perceptions of the
ESL students in their classrooms and the ESL program that services these students. Using
qualitative methods appropriate for descriptive case study research, the open-ended
questionnaire and the semi-structured interview (Johnson, 1992), the study sought to
discover the emic perspective of mainstream teachers who taught ESL students on a daily
basis.
It was found that a variety of "effects" surrounded the ESL phenomenon at the
research site both at the classroom and programmatic levels. At the classroom level the
diverse cultural backgrounds and attitudes of ESL students were seen to have both
beneficial and challenging effects on mainstream teachers and classrooms. Conversely,
mainstream classrooms had effects on ESL students which were manifested in both
desirable and undesirable ways.
At the programmatic level, it was found that the model of ESL service delivery,
wherein mainstream teachers were responsible for a substantial percentage of the ESL
students' education, effected perceptions of particular responsibilities and needs among
mainstream teachers, most notably more communication with ESL "experts". Respondents
in the study also suggested ways ESL service could be delivered more effectively, given
the cognitive and affective needs of ESL learners and the communication and ESL
expertise needs of mainstream teachers.
The study has a number of implications at both practical and theoretical levels. In
practice, a number of useful functions for the ESL classroom have been suggested, specifically as a place for the fostering of self esteem, social networks, social and cultural
skills and academic remediation. The ESL program is also implied to be in need of more
funding, and a recommendation is further made for increased ESL training in pre-service
teachers. The study concludes by reiterating a call for more ethnographic research
describing different facets and perspectives of the ESL students' experiences in
mainstream classrooms.
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Malahlela, Moyagabo Kate. "Educators’ perceptions of the implementation of inclusive education in Polokwane mainstream secondary schools, Limpopo Province, South Africa." Thesis, 2017. http://hdl.handle.net/10500/24436.
Full textAbstract:
The study sought to investigate educators’ perceptions of the implementation of Inclusive Education in mainstream secondary schools around Polokwane, Limpopo Province of South Africa. The approach to the study was qualitative, guided by an interpretivist paradigm. A purposefully selected sample of 20 teachers from 10 purposively selected mainstream secondary schools in Polokwane participated in this study. Instruments for data collection comprised in-depth interviews, corroborated by non-participant field observations to verify the implementation of Inclusive Education in mainstream secondary schools. Content analysis was employed to analyse the data with the aim of coming up with themes and subthemes. The study revealed that the educators had the passion and willingness to implement Inclusive Education. The educators further perceived Inclusive Education as needful. The implementation of Inclusive Education was perceived as being effective to a lesser extent. The educators perceived the implementation of Inclusive Education as being negatively affected by their inadequate training, school environments which were unfit to accommodate learners with disabilities, the lack of facilities and equipment and higher learner enrolments in mainstream classrooms. Gender was seen to affect the educators’ confidence in handling learners with disabilities and their ability to identify such learners. The study recommends the continued professional development and training of educators in the area of Inclusive Education, regular support and monitoring of Inclusive Education activities in mainstream schools by the DBE, provision of relevant resources and facilities in mainstream schools for the implementation of Inclusive Education, and additional support to educators to enhance their confidence in handling learners with barriers to learning and development. Finally, a model for the improvement of the implementation of Inclusive Education in mainstream schools is proposed.Inclusive Education
D. Ed. (Inclusive Education)
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Sůsová, Kristýna. "Inkluzivní vzdělávání žáků se sluchovým postižením z pohledu rodičů." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-436445.
Full textAbstract:
My diploma thesis is focused on inclusive education of pupil with hearing impairment in the Czech Republic from the parents' point of view. The theoretical part specializes in the individual chapters on hearing impairment generally, on the possibilities of rehabilitation and use of compensating aids or on logopedic (speech therapy) intervention. Further, the thesis describes education of pupils with hearing impairment in the Czech Republic at schools for pupils with hearing impairment but also at schools with the main education stream. It introduces the possibilities of education and support from the child's birth to the university study. It also introduces foreign models of education of pupils with hearing impairment in 4 chosen countries. The goal of empiric part was to chart the current situation in inclusive education of pupils with hearing impairment from the parents' point of view; to describe pros and cons of inclusion, cooperation with teachers, adaptation and education with intact classmates and also to find out how the inclusion is perceived by teachers and if their opinions are in accordance with parents' opinions. The method of semi-structured interviews with parents of pupils with hearing impairment and with teachers who already have experience with education of these pupils was used...
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Collins, Carryn. "Barriers to admission to mainstream primary schools for children with high functioning autism/asperger's syndrome (Umlazi District)." Thesis, 2014. http://hdl.handle.net/10413/11052.
Full textAbstract:
In South Africa basic education is a right for all children (Constitution of the Republic of South Africa, 1996) and mainstream education for learners with so called mild disabilities such as High Functioning Autism or Asperger’s Syndrome (HFA / AS) is available according to government policy (White Paper 6, South African Department of Education, 2001b). The aim was to explore barriers to admission to mainstream primary school education for learners with HFA / AS. A mixed methods research design with two phases was used. Twenty-eight government primary schools in two circuits of a KZN school district completed a questionnaire; five parents of children with HFA / AS took part in a focus group discussion and an autoethnographic essay was written by the researcher. The data were analysed with descriptive statistics and thematic analysis. Some schools and the majority of parents were unaware of the learners’ educational rights. Gaps in the implementation of policy exist, which contributed significantly to the barriers to admission for learners with HFA / AS. Main barriers were lack of knowledge and misconceptions about HFA / AS amongst school staff, lack of training for school staff, lack of government funding, lack of unity between parents and teachers/schools and negative attitudes towards inclusion of learners with HFA / AS. Suggested ways of overcoming the barriers to admission included small classes, class assistants or facilitators, improved unity and communication between parents and teachers and greater government support. With solutions addressed in the future, learners with HFA / AS can access suitable education in order to become contributing adults to society (Attwood, 2007).Thesis (M.O.T.)-University of KwaZulu-Natal, Durban, 2014.
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Hijara, Arlene. "Sound education: An ethnographic exploration of power relations in high school classrooms with mainstreamed oral deaf students." 2008. https://scholarworks.umass.edu/dissertations/AAI3337026.
Full textAbstract:
How do oral deaf high school students experience Least Restrictive Environment policies as they participate in mainstream classes with hearing teachers and peers? This study focused on three oral deaf students who did not use sign language. In classes that privileged uses of spoken language, the focal participants communicated with their hearing teachers and peers by speaking, speechreading, and listening with their aided residual hearing. Ethnographic data were collected during semester-long participant observations of two math and two English classes. Data collection methods included audiotaping and videotaping classes, informal interviews, and Interpersonal Process Recall (IPR). During IPR meetings, the researcher and the focal participants analyzed "rich points"—moments when "normal" discourse practices were interrupted, allowing hidden tensions to surface. These rich points were identified by the focal participants themselves and/or by the researcher. The construction of classroom power relations was analyzed using Microethnographic Discourse Analysis (Bloome et al., 2005). This study revealed that the focal participants had learning experiences that were qualitatively different from those of their hearing peers. In particular, they faced challenges that were overlooked by their hearing teachers and peers. During class discussions, the oral deaf students' participation was restricted because they had to visually access verbal exchanges. To make sense of interactions, they had to interpret a series of incomplete signals using speechreading, aided residual hearing, and visual/written prompts. Thus, their participation in discussions was limited. However, when the oral deaf focal participants had opportunities to interact directly with their hearing peers in small group work, they demonstrated their ability to communicate and learn by using personal and contextual resources to engage in language and literacy events with their hearing peers. This study concludes that mainstream classrooms do not automatically become Least Restrictive Environments when oral deaf students are placed in classes with hearing students. Rather, the creation of Least Restrictive Environments for oral deaf students requires the active collaboration of their hearing teachers and peers. Otherwise, mainstream classrooms may become settings where oral deaf students' differences are highlighted, and the goal of mainstreaming—to respect and bridge differences in a diverse classroom—is not achieved.
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Gabriel, John. "The experiences of language minority students in mainstream English classes in United States public high schools: A study through in-depth interviewing." 1997. https://scholarworks.umass.edu/dissertations/AAI9809335.
Full textAbstract:
Using phenomenological interviewing as a methodology, this study reconstructs the urban high school experiences of sixteen language minority students through the participants' words. Three sixty-minute interviews were conducted with each of the participants. The study explores the social, cultural, and educational experiences of the participants before they entered high school, their experiences in ESL classrooms, the transition from ESL to the mainstream, and the mainstream English classroom. The study finds that participants learned English in a variety of ways, both inside and outside the classroom. In both the ESL and mainstream classrooms, talking, reading, and vocabulary study were considered the most important of all literacy activities, writing less so, and grammar the least. Participants considered reading aloud as vital to their learning English and they cited the short story and the plays of Shakespeare among the most compelling literary genres. In addition to how and what they were taught, participants wanted teachers who listened to, cared for, and respected them. The study suggests that secondary English teachers, within a social construction of literacy perspective, need to contextualize language learning more in accord with students' sociocultural and ethnolinguistic backgrounds and experiences. They also need to integrate an instructional skills and a whole language approach to language learning, not one or the other; to sound out, enact, and present language with a range of instructional strategies and methods; and to listen to, care for, and respect students. Generally, teachers and administrators should communicate continually to ensure the social and academic success of this growing population. Further, preservice and inservice English teacher education programs should make curricular changes to address the academic and affective needs of an increasing language minority student population. Finally, future research should focus on more in-depth studies of specific cultures or ethnicities, such as the Vietnamese who come from an Eastern to a Western culture, to gain a deeper understanding of their lives and their particular needs and goals. Educational researchers need to continue to interview students to bring their voices, concerns, and knowledge into educational dialogue and debate.