A Case Study: Developing a Safe Space for Vulnerable Young People at School

Autor/in	Ross, Helen
Titel	A Case Study: Developing a Safe Space for Vulnerable Young People at School
Quelle	In: Support for Learning, 34 (2019) 2, S.162-178 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12246
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Student Needs; Educational Environment; Interaction; Interpersonal Competence; Behavior Modification; Behavior Problems; Intervention; Private Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Autismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Interpersonale Kompetenz; Behaviour modification; Verhaltensänderung; Private school; Privatschule
Abstract	At Rushton Manor School, a small independent school in the South West of England, the proportion of young people with Autistic Spectrum Condition (ASC), a form of Social, Communication and Language Need (SCLN), was substantially higher than regional averages: 15% at the school versus 5.4% in primary schools and 8.7% in secondary schools regionally (DfE, 2017). This study explores the school's response to those students' needs in the form of the Oasis Room, part of provision of a 'safe space' and supportive structures for those students during unstructured parts of the school day. It was found that the Oasis Room improved students' experiences of social interactions, reduced behavioural incidents and allowed for proactive, supportive intervention by pastoral staff, in place of reactive 'after-the-fact' interventions. Suggestions are made relating to provision, structures and staff development at Rushton Manor and how these may be useful in other settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01