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

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.     

现代远程教育发展的现实基础分析

数字化资源和课程的不断丰富,为人们终身学习提供了多种选择性;远程教育专业化队伍的发展壮大,在数量上已经适应规模的需要;远程教育制度建设已经开始;信息基础设施建设为远程教育创造了基本条件;社会对现代远程教育的认识正在改变。这些都说明现代远程教育已经具备了进一步发展的现实基础。巩固和发展现代远程教育应以微观上加强教与学过程的研究和技术支持为重点,从立法着手,确立其定位及其制度建设以寻求现代远程教育的新的突破。     

探究性教学的实质:一种复杂性思维视角

对探究性教学实质的揭示,需要用复杂性思维。探究性教学是在教师指导下学生指向学习环境的,表现为学生与学习环境的探究系统、学生与教师的交往系统、学生与学生的合作系统和教师与学习环境的调设系统所构成的复杂系统。探究性教学的实质是发展学生精神生活的过程,是学生自我探索和发现真理的过程,是主体生命活动的展现过程,是教师教学实践智慧施展的过程。     

Martians in the playground: researching special educational needs

This article offers a critique of what has become known as ‘inclusive education’ under the New Labour administration. The initial impetus for the article was a research project designed to ascertain the impact of the ‘presumption of mainstreaming’ contained in Section 15 of the Standards in Scotland’s Schools etc. Act 2000. This stipulates that the needs of disabled children and others with ‘additional support needs’ should be met in mainstream schools. The authors reflect on the implications of this change in terminology, and examine the consequences of the attendant ‘disappearance of disability’. They also explore how ‘inclusion’ became a largely self‐referential concept that has generally failed to attract critical scrutiny. The authors argue that a highly politicised and ideologically‐charged ‘mission inclusion’ has had the unfortunate effect of tightening the boundaries between ‘us’ and ‘them’. This, they argue, is demonstrated by the emergence of a significant new ‘‐ism’—disabilism—at a time when inclusion was already firmly embedded in New Labour policy.

Take me to the station

And put me on a train

I’ve got no expectation

To pass through here again.

Mick Jagger and Keith Richards, 1968, from the album Beggars Banquet

     

The Long-Term Care Workforce Crisis: Dementia-Care Training Influences on Job Satisfaction and Career Commitment

The present study compares changes in job satisfaction and career commitment among Alzheimer's care staff participating in a two-phase, state-level training collaborative to improve dementia care. Results reveal an increase in extrinsic job satisfaction and a decrease in career commitment. Findings could be related to the effects of both the training interventions and the time lag in data collection. Decreases in career identity depended on whether participants showed a deeper involvement in aging concerns with respect to future employment. Implications for the implementation of future interventions for direct-care staff within a context of organizational and systems-based change are discussed.     

走向类主体--当代社会人的转型与教育变革

教育的根本功能在于促进人的发展。所以,当代社会人的转型,要求教育必须做出相应的变革。全球化社会的到来,使人的生存方式正在发生着变化,这就是从单子式主体到类主体,从个人的主体性到主体间性。教育必须适应这一变革,走向类主体教育。这就要求教育目的观从个人主义走向共同体主义:教育实践观从对象化活动走向交往;教育内容观从片面走向整合。     

Energy substrate metabolism during dual work rate exercise: effects of order

Changes in workload are evident during many physical activities. The aim of this study was to assess total substrate metabolism when the temporal placement of a period of higher-intensity work (75% VO2max) was varied within a low-intensity exercise session (50% VO2max). One experimental trial (higher intensity first) comprised 5 min low-intensity work, followed by 15 min high-intensity work, followed by 40 min low-intensity work. The other trial (low intensity first) comprised 40 min low-intensity work, followed by 15 min high-intensity work, followed by 5 min low-intensity work. The trials were designed to achieve an identical total energy expenditure. Energy expenditure, fat and carbohydrate utilization were estimated by expired gas analysis and compared between conditions. Mean total energy expenditure during the higher-intensity phase was 1076 kJ and 1128 kJ in the high-intensity first and low-intensity first trials respectively (t6 = -3.76, P = 0.0047). Mean total energy expenditure for the whole trial was 3356 kJ and 3452 kJ in the high-intensity first and low-intensity first trials respectively (t6 = -3.48, P = 0.0065). Mean whole-trial fat utilization was 1753 kJ and 1857 kJ in the high-intensity first and low-intensity first trials respectively (t6 = -0.76, P = 0.24). Our findings suggest that changing the temporal placement of higher-intensity work within a low-intensity exercise session has a significant effect on total energy expenditure but not on the rate of fat oxidation.     

The place of special schools in a policy climate of inclusion

In November 2003, the Scottish Executive Education Department (SEED) commissioned the SCRE Centre at the University of Glasgow to evaluate the impact of Section 15 of the Standards in Scotland's Schools etc Act 2000 . The evaluation took place between January 2004 and August 2005. A major strand of the research was the impact of the presumption of mainstreaming on special schools, including an exploration of the changing role of special schools, and the changing demands on staff in special education. The evidence presented in this paper suggests that whilst there may be widespread support for specialist provision within a policy climate of inclusion, the sector has undergone significant changes in the last few years. These changes have had a particular impact on the curriculum, teaching and learning, and 'specialness' of special schools. However, not all of these changes are due to the impact of mainstreaming.