A Community of Practice as an Inclusive Model to Support Children with Social, Emotional and Behavioural Difficulties in School Contexts

Autor/inn/en	Botha, Johan; Kourkoutas, Elias
Titel	A Community of Practice as an Inclusive Model to Support Children with Social, Emotional and Behavioural Difficulties in School Contexts
Quelle	In: International Journal of Inclusive Education, 20 (2016) 7, S.784-799 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1111448
Schlagwörter	Communities of Practice; Inclusion; Social Capital; Emotional Disturbances; Behavior Problems; Interpersonal Competence; Intervention; Antisocial Behavior; Barriers; Models; Futures (of Society); Qualitative Research; Constructivism (Learning); Power Structure; Children + Suchen Sie Ihr Suchwort? Community; Inklusion; Sozialkapital; Gefühlsstörung; Interpersonale Kompetenz; Analogiemodell; Future; Society; Zukunft; Qualitative Forschung; Child; Kind; Kinder
Abstract	Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01