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This piece of research aimed to explore how Statements of Special Educational Needs (SEN) are delivered to children with Behavioural, Emotional, and Social Difficulties (BESD) in mainstream primary classrooms (KS2). A mixed- methods approach was utilised. Firstly, the research aimed to qualify the support provided in the Statement of SEN in terms of the recommendations and provisions made to support learning and behaviour. Secondly, teachers and learning support assistants (LSA) accounts of their delivery of the Statement of SEN were elicited through semi-structured interviews. Thirdly, observations of teachers and LSAs were made in class to explore the nature of the interactions that took place in class between the child supported by a Statement of SEN and their teacher and LSA. The interviews were analysed using thematic analysis to explore how teachers and LSAs maintain to deliver support. Observations were collated to provide an account of the actual nature of the interactions that took place between staff and students. Discrepancies between the support as mandated in the Statement of SEN and the actual support as delivered in the classroom were noted. Analysis of interviews and observations of staff highlighted how support for children was largely directed towards improving academic attainment for this group of children. The study highlighted a lack of provision for the development of social skills for this group of children.

The research aims to further an understanding of a partnership scheme between a special school and a mainstream primary school by ascertaining the perspectives of all the pupils involved. Giving pupils a 'voice' is currently high on social and educational agendas, with international and national legislation outlining the need to both listen to the views of children and act upon them (UN, 1989/ UNESCO, 1994). Partnership schemes are significant within education, as they can contribute to the development of inclusive practices and are widely regarded as a dynamic for change. Whereas previous evaluations of schemes are predominantly adult-led, the current study provides a different insight, as it focuses on the perspectives of all the pupils taking part. Although the opinions of all participants are sought, the study pays specific attention to pupils with little or no speech and/ or significant leaming difficulties, who are often neglected in research projects. The study involved nine special school pupils, with a range of physical/communication and learning difficulties taking part in a cycle of eight interviews over the course of an academic year. Fifty eight mainstream pupils also contributed to the research, each participating in a cycle of four interviews. Extensive piloting took place in both schools prior to the commencement of the study, to ascertain the most productive methods of eliciting pupils' opinions. Interviews conducted in both schools demonstrate the success of the link arrangement and outline benefits for all the pupils involved. A common theme is that participation in the partnership scheme is fun, with the majority of pupils expressing their pleasure at taking part in activities in both venues and forming relationships with peers from their partnership school.The study indicates that pupils from both settings have the same range of preferences and fears and highlights the need for schools to fully prepare children for participation in partnership work, providing support,both prior to involvement and on an ongoing basis. A key finding of the research is that that fluent speech is not a prerequisite for successful communication. The strategic use of questioning, combined with systems to augment communication (including photographs, symbols and examples of work), facilitated pupils with little or no speech in recalling information about activities, individuals and events. The study highlights that we must not underestimate pupils' abilities and that individuals with communication impairments and/ or significant learning difficulties are able to relate their views and make valuable contributions to research projects.

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In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)

In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)