Meeting the needs of students with SEBD: some challenges about current practice in England Professor Philip Garner (The Un...
Objectives <ul><li>To provide an overview of provision for students with special educational needs (SEN) in England </li><...
Recent history <ul><li>1978 ‘Warnock’ Report – ‘SEN’ </li></ul><ul><li>1981 Education Act – integration </li></ul><ul><li>...
Current position   <ul><li>SEN & Disability Act (National) </li></ul><ul><li>SEN Code of Practice (National) </li></ul><ul...
Current position (cont.) <ul><li>8.1m children – 223k with ‘Statement’ (3%); 1.3m with ‘SA’ & ‘SA+’ (17%) </li></ul><ul><l...
Current policy <ul><li>most children with special educational needs can be successfully included in mainstream education p...
<ul><li>Lack of clarity </li></ul><ul><li>Absence of evidence of efficacy </li></ul><ul><li>Wide range of application acro...
Challenge 2: Categorising ‘Need’ <ul><li>Variations across/within regional settings </li></ul><ul><li>Subjectivity of cert...
Challenge 3:  Involving parents & children <ul><li>Role(s) of children in education </li></ul><ul><li>Role(s) of parents &...
Challenge 4: Debating ‘efficiency’ versus ‘equity’ <ul><li>Can inclusive classrooms be ‘efficient’ classrooms? </li></ul><...
Challenge 5: Training & Professional Development <ul><li>Initial Training - separate or ‘permeated’ </li></ul><ul><li>‘ At...
Challenge 6: Policy imperatives <ul><li>Integrated children/young people policy </li></ul><ul><li>Collaborative practice <...
<ul><li>“  The development of inclusive education is as much about developing a personal theory, as it is about increasing...
SEBD- Policy & Guidance <ul><li>The Elton Report (1989) </li></ul><ul><li>Pupils with Problems Circulars (1994) </li></ul>...
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Meeting the needs of students with SEBD: some challenges about current practice in England

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To provide an overview of provision for students with special educational needs (SEN) in England and to consider the issues of provision for students identified as having social emotional and behavioural difficulties (SEBD).
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Meeting the needs of students with SEBD: some challenges about current practice in England

  1. 1. Meeting the needs of students with SEBD: some challenges about current practice in England Professor Philip Garner (The University of Northampton, England) Thessaloniki, 30 November 2009
  2. 2. Objectives <ul><li>To provide an overview of provision for students with special educational needs (SEN) in England </li></ul><ul><li>To consider the issues of provision for students identified as having social emotional and behavioural difficulties (SEBD) </li></ul><ul><li>To explore some aspects of practice for SEBD students </li></ul><ul><li>To examine the theory & practice of ‘behaviour for learning’ </li></ul>
  3. 3. Recent history <ul><li>1978 ‘Warnock’ Report – ‘SEN’ </li></ul><ul><li>1981 Education Act – integration </li></ul><ul><li>1989 The Elton Report </li></ul><ul><li>1994 Code of Practice </li></ul><ul><li>1998 Meeting SEN – Action Programme </li></ul><ul><li>2001 Inclusive Schooling </li></ul><ul><li>2003 SENDA </li></ul><ul><li>2004 Every Child Matters </li></ul><ul><li>2007 The Children’s Plan </li></ul><ul><li>2009 The Steer Report (‘Learning Behaviour’) </li></ul>
  4. 4. Current position <ul><li>SEN & Disability Act (National) </li></ul><ul><li>SEN Code of Practice (National) </li></ul><ul><li>No dedicated initial training </li></ul><ul><li>Optional post-qualification training </li></ul><ul><li>Mainstream (Statement, ‘School Action’ & ‘Action Plus’) </li></ul><ul><li>Special Schools (Statement) </li></ul>
  5. 5. Current position (cont.) <ul><li>8.1m children – 223k with ‘Statement’ (3%); 1.3m with ‘SA’ & ‘SA+’ (17%) </li></ul><ul><li>In 2007, 62% of new ‘Statements’ in mainstream schools, 22% </li></ul><ul><li>SEBD population approx. 17-20% </li></ul>
  6. 6. Current policy <ul><li>most children with special educational needs can be successfully included in mainstream education providing staff receive appropriate training, strategies and support </li></ul><ul><li>inclusive education service should offer excellence and choice and provide opportunities for the views of parents and children to be heard </li></ul><ul><li>Schools, local authorities and others should actively seek to remove barriers to learning and participation </li></ul><ul><li>Mainstream education will not always be appropriate for every child throughout their compulsory years of schooling </li></ul>
  7. 7. <ul><li>Lack of clarity </li></ul><ul><li>Absence of evidence of efficacy </li></ul><ul><li>Wide range of application across England </li></ul>Challenge 1: Defining Inclusion
  8. 8. Challenge 2: Categorising ‘Need’ <ul><li>Variations across/within regional settings </li></ul><ul><li>Subjectivity of certain (many?) categories </li></ul><ul><li>Link between definition & professional background and experience </li></ul><ul><li>Labelling & stereotypes </li></ul>
  9. 9. Challenge 3: Involving parents & children <ul><li>Role(s) of children in education </li></ul><ul><li>Role(s) of parents & families </li></ul><ul><li>Differential access to rights – parents & children </li></ul>
  10. 10. Challenge 4: Debating ‘efficiency’ versus ‘equity’ <ul><li>Can inclusive classrooms be ‘efficient’ classrooms? </li></ul><ul><li>Should all children be equal? </li></ul><ul><li>False messages for adulthood? </li></ul>
  11. 11. Challenge 5: Training & Professional Development <ul><li>Initial Training - separate or ‘permeated’ </li></ul><ul><li>‘ Attitudinal’ Training </li></ul><ul><li>Generic techniques versus needs of individual children </li></ul><ul><li>Professional Development (for all) </li></ul>
  12. 12. Challenge 6: Policy imperatives <ul><li>Integrated children/young people policy </li></ul><ul><li>Collaborative practice </li></ul><ul><li>Context sensitivity </li></ul><ul><li>Training & professional development </li></ul><ul><li>Involvement of stakeholders </li></ul><ul><li>Measuring outcomes </li></ul>
  13. 13. <ul><li>“ The development of inclusive education is as much about developing a personal theory, as it is about increasing professional knowledge” </li></ul>
  14. 14. SEBD- Policy & Guidance <ul><li>The Elton Report (1989) </li></ul><ul><li>Pupils with Problems Circulars (1994) </li></ul><ul><li>Dealing with Troublemakers (1997) </li></ul><ul><li>Social Inclusion: Pupil Support (1999) </li></ul><ul><li>Principles into Practice: Effective Provision for Pupils with EBD (1999) </li></ul><ul><li>The Green Paper & Action Plan (1997/1998) </li></ul><ul><li>Inclusive Schooling (2001) </li></ul><ul><li>Every Child Matters (2003) </li></ul><ul><li>National Primary Strategy (2003) </li></ul><ul><li>Secondary School Improvement Strategy - Behaviour and Attendance Strand (2003) </li></ul><ul><li>Promoting Health and Well-being (2004) </li></ul><ul><li>Behaviour4Learning (2004) </li></ul><ul><li>Managing Challenging Behaviour (2005) </li></ul><ul><li>The ‘Steer Report’ ‘Learning Behaviour’ (2006) (2007) (2008) (2009) </li></ul>

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