Towards Inclusion Models of Behaviour Support in Secondary Schools in One Education Authority in Scotland

Autor/inn/en	Kane, Jean; Head, George; Cogan, Nicola
Titel	Towards Inclusion Models of Behaviour Support in Secondary Schools in One Education Authority in Scotland
Quelle	In: British Journal of Special Education, 31 (2004) 2, S.68-74 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.0952-3383.2004.00331.x
Schlagwörter	Foreign Countries; Educational Needs; Secondary Schools; Inclusive Schools; Behavior Problems; Special Education; Interviews; Case Studies + Suchen Sie Ihr Suchwort? Ausland; Educational need; Bildungsbedarf; Sekundarschule; Inclusive school; Integrative Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study
Abstract	This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector. In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10