The research investigated how various people, such as Local Education Authority officers, teachers and parents, represented change (defined as becoming different from a previous state) concerning an inclusion strategy. The investigation used a case study approach and methodology based upon grounded theory (Glaser and Strauss, 1967) and heuristic research (Moustakas, 1990). Several different case studies within the LEA were used, a formal consultation concerning the change of specialist provision, staff views in a “MLD” school and LEA officer views. Data used was discourse, written and spoken, semi-structured interviews, public meetings and media publications. NVivo, a computer programme, was used to analyse the discourse, relating this to different theoretical orientations, cognitive psychology, social psychology, management theory and school improvement. Foucault (1977), especially the concept of episteme/paradigms, provided the most useful theoretical framework for analysing data. It is argued that inclusion within the case study LEA was not a paradigm shift, but change around the edge of a paradigm with a stable core, which related to groups of pupils being seen as different. Comparison has been made with Kuhn (1996) on how scientific paradigms are modelled, linking together the research methodology and findings.

This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.

“Izzat” is a phenomenon which confers status and respect, is fluid enough to shift from the individual to the collective domain, and which through its relationship with “sharam” (shame) commands conformity to acceptable norms of behaviour in Asian communities. A chronological approach in this thesis to the mining of research on Asian communities in Britain since the 1960s gradually revealed an emerging discourse on the concept and found that it was considered significant and yet given limited focus. Through empirical research this study uniquely places the concept at its centre. The research involved 25 in-depth interviews with young British Asian men and women who were also Youth and Community Workers, aged between 18 and 35 and explored how “izzat” and the equally important concept of “sharam” shapes their lives. This research identified the multi-layered and nuanced nature of “izzat” and discovered how young Asians learn about it through immersion in family and community-life. It discovered how it can be maintained and/or enhanced by members of Asian communities bygenerally ‘Conforming to Acceptable Norms’, and in line with established notions of ‘achieved’ and ‘ascribed’status, through ‘Achievement’ and by virtue of ‘Inherited Factors’. It explored how “izzat” can be lost through attracting “sharam”, and examined the close relationship between “izzat”, “sharam” and gender. It also demonstrated how both “izzat” and “sharam” are significant in curbing behaviour through the process of reflected “izzat” and “sharam” which in turn influence individual and familial reputations in Asian communities. The conclusion to the thesis also includes inferences drawn from the empirical research regarding implications for Youth and Community Practice.

This action research study considers the challenges of organisational culture, leadership and management, staff development and collaboration in achieving quality of provision in educational and other services for people with profound and complex learning difficulties/disabilities. A holistic paradigm is formed from the study, in which the organisation is considered as an entity of which each learner and staff member is an element of the whole. Development of emotional intelligence competencies in addition to specialist skills and knowledge is explored, in relation to improving the responsiveness of staff to individual learner needs. The study casts a spotlight on the benefits of continuous creative dialogue within and between organisations that centres on the quality of experience of each person with profound and complex learning difficulties/disabilities as a potential partner in the development of the organisation.

TAs comprise a substantial proportion of the staff in both primary and secondary schools and occupy a key role in the support of pupils identified as having Special Educational Needs and Disabilities (SEND), (Webster et al 2011). Much previous research about their role has assumed that TAs can and do make a positive contribution and has focused on the identification of best practice. However, recent findings have questioned these assumptions, suggesting that TAs have a negative impact on pupil progress, and offering possible explanations for this (notably Blatchford et al 2009b). The present study examines descriptions offered by TAs about their work obtained during focus group interviews. An Appreciative Inquiry (AI) approach is adopted as a framework for the research (Reed 2007) with a focus on what they do well and on what would help to move their work forward. Interview data are subjected to a thematic analysis (Braun and Clarke 2006). Findings offer a view that TAs provide a vital role in enabling pupils to cope in mainstream schools; that they provide a uniquely personal and holistic view of the pupil’s needs in school and that relationships and communication are central to the success and development of their work.

In 2002, the Nationality, Immigration and Asylum Act was passed which required migrants to demonstrate a ‘sufficient knowledge’ of English and ‘sufficient knowledge about life in the United Kingdom’ in order to become British citizens. This thesis investigates some of the linguistic practices during the citizenship process of a Yemeni migrant named W. This eleven month ethnographically-informed case study examines four forms of becoming. Firstly, becoming through the LUK (Life in the UK) test is analysed using Messick’s unified concept of validity. Secondly, Bakhtin’s ‘ideological becoming’ is used to capture the bilingual practices in engaging with the LUK test as well as offering an entry point to understanding notions of community and belonging. Thirdly, adult ESOL (English for Speakers of Other Languages) is positioned as a ‘space of becoming’ (Baynham and Simpson 2010). W negotiates his way through the qualification framework and his sense of investment and identity is challenged. Finally, the citizenship ceremony as a moment of becoming is analysed through Foucault’s examination and Derrida’s shibboleth. The LUK test and ceremony represent two very different trials for W. Community life and ESOL education are characterised as gradual forms of development.

Children with autism and additional complex needs experience difficulties in social interaction and communication which are often manifested by extremely challenging behaviour that is difficult to manage at school and within the home. Identifying appropriate educational provision for this group, which may involve the controversial category of residence, can create a dilemma for the responsible Local Authorities, operating within a dominant discourse of inclusion and can lead to a difference of opinion with parents. For parents, the decision for residence is profound and life-changing. Six parents, both mothers and fathers, of children with autism and challenging behaviour who attend a residential school, participated in semi-structured interviews exploring their lived experiences before, during and after the decision for residence. Interpretative Phenomenological Analysis (IPA) was used to analyse the data and four superordinate themes emerged: enduring loss; the family versus the system; the extreme parent; and the relief of residence. The super-ordinate and sub-themes were described and discussed in relation to the research questions and the extant literature. The lived experience of parents in this study transcended ideological concerns. Implications for practice focus on the need for professionals to gain a better understanding of parental experiences.

This study investigates the difficulties of ensuring a suitable education for children with medical needs. The aims are to identify barriers to education and to suggest possible areas for improvement. The research questions are: (1) What are the educational needs of children with medical needs? (2) How do the systems function to respond to the child’s needs? (3) What are the barriers to suitable education for children with medical needs? The study reports on two case studies undertaken in England and Japan, in which data were collected from a range of stakeholders (people who experienced hospitalisation in childhood, parents, teachers of hospital and mainstream schools) through face to face interviews and email interviews. The findings identify the children’s academic needs, their health condition and medical care related needs, as well as their social emotional needs. Hospital school, home teaching and main school maintain continuity of education in both cases. As obstacles to education, regional differences in available support were identified in both countries. Teacher’s lack of awareness of the child’s education, insufficient knowledge and skill, lack of communication, lack of information about the child’s illness, and unsupportive school leadership were identified as barriers. This study suggests 1) to improve teachers’ knowledge of teaching ill children, 2) to improve their knowledge of the available support systems, 3) to improve communication, 4) to obtain sufficient information about the child’s difficulties and illness, and 5) to improve supportive school leadership. Further developments may be needed in inadequate systems, teacher training, and social emotional support for children.

The research study employed a mixed methods research design to investigate the social interactions and relationships of a Year Five, mainstream Primary School class. The first strand of the research empirically evaluated an adaptation of the Applied Behaviour Analysis (ABA) intervention 'The Good Behaviour Game' (TGBG), which aimed to increase the positive social behaviour of the Year Five class. TGBG is a dependent group contingency, behaviour management intervention which is implemented at the whole class level. The research employed a single case, ABAB reversal design to evaluate its efficacy for promoting behaviour change for the target social behaviours of working as a team, supporting peers and positive social interactions with a peer. Observation data was also collected for a focus participant to explore the effects of a universal intervention at the targeted level of an individual participant. The second strand of the research utilised Personal Construct Psychology (PCP) to explore participants' construing of their social interactions and relationships with others. The repertory grid interview method was used to interview 8 participants. The PCP strand to the study was perceived to add an illuminative addition to the ABA strand, which incorporated a constructivist approach to understand the unique perceptions and views of the child.

Increasingly, Educational Psychology Services are opening their provision to parents in community settings such Children’s Centres (Davis et al 2008), but, there has been little research regarding what parents want from this provision. Eleven parents who attended a Children’s Centre in the West Midlands, participated in semi-structured interviews (including sort card activities) designed to explore what they wanted from the opportunity to meet directly with an Educational Psychologist (EP). Transcripts of interviews were subjected to thematic analysis. Many parents reported wanting support at a community and personal level, (relating to a range of difficulties e.g. behaviour) and appeared to view difficulties that a child experiences as being ‘down to’ parenting skills. Parent’s therefore reported feelings of shame and embarrassment and wanted an EP to help build confidence in their parenting skills and to provide advice, information, techniques and direction. Parents valued EPs’ training, knowledge and experience and wanted this to be utilised to offer a unique/different perspective and to help them better understand their child. A solution focused consultation approach appears to be most aligned to what parents want. The findings also showed that some parents did not know what an EP does and equated EP work with psychiatry. EPs therefore need to advertise their role and to be approachable and accessible.