From ABCs to ADHD: the role of schooling in the construction of behaviour disorder and production of disorderly objects

Graham, Linda J.

doi:10.1080/13603110701683311

Cited by 69 publications

(41 citation statements)

References 55 publications

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“…Furthermore, the school context is of great importance because an inadequate school situation will contribute to the development of emotional and behavioural difficulties (Graham, 2008). Different views and opinions exist about the usefulness and desirability of special education versus mainstream education facilities for pupils with EBD (cf.…”

Section: Introductionmentioning

confidence: 99%

Towards systemic support of pupils with emotional and behavioural disorders

Mooij

Smeets

2009

International Journal of Inclusive Education

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Authors' BiographiesTon Mooij is a professor of educational technology at the Open University of The Netherlands (Heerlen) and an educational research manager at ITS (Radboud University Nijmegen). His research concerns educational, instructional and ICT conditions required to improve social and cognitive learning processes and outcomes for pupils, teachers, schools, and wider school environments.Ed Smeets is a senior researcher at ITS. His main research interests include special educational needs, learning and instruction, and ICT in education.1 Towards systemic support of pupils with emotional and behavioural disorders AbstractChildren with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social-emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at 12 mainstream primary schools in five different regions in The Netherlands. The results show that the schools focus on providing an adequate social-emotional environment and a corresponding system to detect and manage EBD.However, they lack a coherent pedagogical-didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.

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Section: Introductionmentioning

confidence: 99%

Towards systemic support of pupils with emotional and behavioural disorders

Mooij

Smeets

2009

International Journal of Inclusive Education

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“…Оба эти синдрома выражаются в нестандартных поведенческих реакциях, что значительно затрудняет как процесс приобретения знаний самим обучающимся, так и работу педагога. Более того, в литературе есть свидетель-ства того, что не только обычно упоминаемые факторы, такие как неполнота семьи, низкий социальный и интеллектуальный уровень родителей и пр., имеют причастность к формированию СДВГ, но и школа яв-ляется местом производства таких отклонений у обучающихся там детей [15].…”

Section: особенности стратегий и тактик речевого воздействия в совремunclassified

Peculiarities of Strategies and Tactics of Verbal Impact in Modern Educational Discourse

Kazantseva¹

2018

Philology. Theory & Practice

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The article attempts to describe the features of strategies and tactics of verbal impact in the rapidly changing space of the con-temporary Russian educational discourse from the point of view of their emotiogenicity. Basing on the previous research and sta-tistical data, the author substantiates the need to change traditional views on the strategies and tactics of the verbal impact of the teacher and the inclusion of regulatory strategies and tactics with highly positive emotiogenic potential in speech practices.

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“…For example, the biomedical discourse holds that behaviour is symptomatic of biological dys/function and it follows that a person, or their environment, is not to be blamed or held entirely responsible for their behaviour. By contrast, on the topic of responsibility, the biopsychosocial discourse utilizes the psychological concept of 'faculty' to position the individual as capable of learning self-control (Graham 2006). Thus, unlike the biomedical perspective, the biopsychosocial perspective holds that learning from teachers, peers, home-life and psychotherapy can positively impact on dys/functional behaviours.…”

Section: The Biopsychosocial Discourse and Preservice Teachersmentioning

confidence: 99%

“…This biological point of agreement however, is also a point of schism. Critiquing the medicine/psychology conceptual overlap, Graham (2006) illustrates how the discipline of psychology deploys a unique 'theorisation of agency, reason and control with an effect towards perceptions of responsibility and culpability' (Graham 2006, p. 12) that divides the biomedical and biopsychosocial discourses. For example, the biomedical discourse holds that behaviour is symptomatic of biological dys/function and it follows that a person, or their environment, is not to be blamed or held entirely responsible for their behaviour.…”

Section: The Biopsychosocial Discourse and Preservice Teachersmentioning

confidence: 99%

Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour

McMahon

Harwood

2016

Interrupting the Psy-Disciplines in Education

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This chapter describes the psy-knowledges central to preservice teachers' understandings of challenging behaviour. Particularly, it pays attention to the unexpectedly dangerous questions generated when working towards a practical and integrated understanding of how biological, psychological, and ecological factors interact. This chapter deploys Foucauldian discourse analysis to problematize the preservice teachers' shifting and changeable awareness of these causal attributions of behaviour and how this impacts their pedagogy. AbstractThis chapter describes the psy-knowledges central to preservice teachers' understandings of challenging behaviour. Particularly, it pays attention to the unexpectedly dangerous questions generated when working toward a practical and integrated understanding of how biological, psychological and ecological factors interact. This chapter deploys Foucauldian discourse analysis to problematize the preservice teachers' shifting and changeable awareness of these causal attributions of behaviour and how this impacts their pedagogy.

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From ABCs to ADHD: the role of schooling in the construction of behaviour disorder and production of disorderly objects

Cited by 69 publications

References 55 publications

Towards systemic support of pupils with emotional and behavioural disorders

Towards systemic support of pupils with emotional and behavioural disorders

Peculiarities of Strategies and Tactics of Verbal Impact in Modern Educational Discourse

Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour

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