Inclusion of SEN children and disabilities Flashcards
Farrell (2000)
-inclusion could disrupt mainstream school lessons, but many parents want children to stay in SEN schools to prevent bullying etc
Frederickson et al. (2004)
- interviewed staff, parents, and pupils about inclusion initiatives - all groups reported academic and social advantages
+ teachers = sharing experiences and attitudes
– teachers = new curriculum
Gallagher (2000)
- parental desire to have children around SEN children as much as possible - to model behaviour
Kaufman et al. (1985)
looked at SEN children
- 72% included
- 31.7% not included
Gresham & MacMillan (1997)
SEN children were more poorly accepted, more rejected, and had lower levels of social skills and more behavioural problems. Therefore, they may experience some social exclusion as a result
Nowicki & Sandieson (2002)
meta analysis from 1990-2000. Children preferred target children without disabilities compared to children with intellectual disabilities
Madden & Slavin (1983)
special education found not to be different to mainstream education. In fact, with appropriate support, mainstream was superior to special school
Baker, Wang & Wallberg (1994-1995)
positive effect size - small to moderate benefit of inclusion on academic and social outcomes
Buckley et al. (2002)
in mainstream education, SEN had improvements in literacy and expressive language from 3.3 years + 2.5 years
Ajzen (1991)
THEORY OF PLANNED BEHAVIOUR. links beliefs and behaviour - subjective norms, attitudes towards behaviour and perceived behavioural control. Subjective norms are how we are seen by others around us, and perceived behavioural control is self efficacy
Roberts & Lindsell (1997)
children’s own attitudes of inclusion with children with disabilities was a strong predictor of behaviour
- attitudes of teachers, and parents accounted for more variance than children’s attitudes alone
MacFarlane & Woolfson (2013)
111 school teachers. Questionairres. Teachers who had more inservice training had more positive feelings, but teachers with more experience were less willing to work with SEN children. Could focus more on challenging beliefs.
Allport (1954)
contact theory - an interaction between groups could change attitudes of in-group members e.g pupils who do not have disabilities
Maras and Brown (1996)
quasi experimental study on non disabled students attitudes towards disability. Integration program over 3 months to non-integrating schools - social changes because more significantly positive over time, but the control group showed little change
Maras and Brown (2000)
256 non disabled children. Relationship between the type of contact the children had with disabled peers, and perceptions of psychological and physical attributes. Generalisation of stereotypical judgements from one disability to another. Maybe a result of large classes and a limited use of cooperative learning
Weiner (1985)
attribution theory - negative event triggers attributional processes in search for an explanation
Medaway
teachers who have negative attributions towards SEN say that that is why these children have difficulties. Put the blame on their disability, instead of how they can make it better. Blame should be on the way we teach, access to language, layout of schools etc.
Berkeley et al. (2011)
attribution theory therapy implemented into secondary schools. Found that there was a development of a more adaptive attribution, and emotional and behavioural abilities - build up resilience
Thibaut and Kelley (1959)
social exchange theory
desire for affiliation with others. Related to the sum of the perceived costs and benefits of interacting with them, set against the minimum level of expectation - negotiation
Newton et al (1996)
circle of friends - buddy system
Baroness Mary Warnock
- founder of the idea of inclusion
- recently has taken it back - saying that although it seemed like a good idea, it is not actually working. Some behaviours may be too difficult to have in schools, and teachers do not know how to deal with it and it disrupts other students learning
