Is Education Ready for the Inclusion of Pupils With Emotional and Behavioural Difficulties: A rights perspective?

Visser, John; Stokes, Sheridan

doi:10.1080/00131910303252

Cited by 26 publications

(18 citation statements)

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“…There is an awareness from the literature review that many schools have embraced inclusion of students with disabilities and have provided appropriate programs within the mainstream schools (Clark, et al, 1999). There have been however, limitations to inclusion and even exclusion of students with social, emotional and behavioural difficulties (Visser & Stokes, 2003).…”

Section: Chapter 10 Reflections On Successful Interventionmentioning

confidence: 99%

“…Visser and Stokes (2003) contend that whilst inclusion is advocated for a wide range of students with special needs, provision does not extend for those with emotional and behavioural difficulties (EBD). They argue that whilst other special needs students are included based on their human rights to mainstream education, with EBD students "other rights, legal and civil, also have to be taken into account and that these rights conflict".…”

Section: Limits To Inclusionmentioning

confidence: 99%

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Timely Intervention – Before It’s Too Hard

Clarke¹

2012

Reflections on Learning, Life and Work

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Students who have difficulty conforming to school rules and expected school behavioural norms are at risk of being excluded from their own schools, and possibly from further education. Failure to complete twelve years of schooling places the students at a social and economic disadvantage for the rest of their lives.Intervention programs attempt to address students' behavioural and social issues and assist them to maintain their connection with education. This thesis examines an intervention program in Melbourne, Australia which is staffed by special education teachers and located away from the home schools of the students.Inappropriate student behaviours were identified from a review of the intervention unit's historical records. These behaviours were then compared and aligned with earlier analyses of difficult behaviours, in particular the categories from the Achenbach Child Behaviour Check List.Quantitative analysis methods were used to validate the Behaviour Rating Scale that was developed to measure pre and post intervention behaviour. The Behaviour Rating Scale outcomes were used in conjunction with a Sessional Evaluation Measure (SEM) to assess the effectiveness of the off-site intervention program.The thesis concludes with a model identifying key elements of effective intervention programs based on both investigations undertaken and the literature reviewed.iv

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Section: Chapter 10 Reflections On Successful Interventionmentioning

confidence: 99%

Section: Limits To Inclusionmentioning

confidence: 99%

Timely Intervention – Before It’s Too Hard

Clarke¹

2012

Reflections on Learning, Life and Work

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“…Mental disabilities include emotional and behavioral difficulties that range from social maladaptation to abnormal emotional stresses. They are persistent (if not necessarily permanent) and constitute learning difficulties (Visser & Stokes, 2003).…”

Section: Disabilitiesmentioning

confidence: 99%

“…Educational inclusion can be understood as a person's right to belong and participate in the educational system, with the assumption that this system is inclusive and hence there is no requirement for right of entry to be negotiated (Visser & Stokes, 2003). Despite the existence of policies towards inclusion in higher education, university as an institution has long been known as an entity that promotes segregation (Pitman, 2015;Torres & Schugurensky, 2002;Altbach, Reisberg & Rumbley, 2009).…”

Section: Introductionmentioning

confidence: 99%

Higher education inclusion and its dimensions: A theoretical proposal

et al. 2018

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According to UNESCO in their 2009 World Conference on Higher Education the focus of future educational policies should be on improving access and equity in higher education, recognizing the importance of continuous work towards the inclusion of diversity and ensure growing opportunities for minority groups. This article presents a theoretical and empirical review of educational and social inclusion in Higher Education. It defines and analyzes five dimensions which have been the most commonly studied in tertiary education institutions as they represent the minority groups which are mostly observed in educational settings, as described by literature. The dimensions included are sex-gender, ethnic minorities, religion, disability and vulnerability, whilst taking into consideration how these dimensions interact and influence the educational experiences of students in Tertiary Education. It reviews research done on policies, access and experiences of inclusion and discrimination of these dimensions, and the importance of having diverse groups of students in the classroom.

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“…In addition to updating the terminology to represent that of current policy, the revised Teacher Attitudes to Inclusion Scale extends the original questionnaire to include an assessment of teachers' willingness to include different types of SEN within their classroom, as some research suggests that children with certain difficulties may be more problematic to include within the mainstream classroom compared to others (Evans & Lunt, 2002;Visser, Cole, & Daniels, 2003;Visser & Stokes, 2003). Questions relating to teachers' perceived adequacy of support have also been added to the TAIS based on findings to suggest that these may play an important role in teachers' attitudes toward inclusion (for example, Goodman & Burton, 2010).…”

Section: Current Studymentioning

confidence: 99%