In this small-scale, qualitative study, the experiences of nine teachers who support learners identified with social, emotional and behavioural difficulties (SEBD) in mainstream primary schools are considered. A narrative approach enabled teachers to share their complex portrayals of practices and feelings about their roles. Perspectives on models of disability and disability rights, performativity, professional identity for teachers, and SEBD, have informed analysis and understanding of the stories teachers told. The study explores how the relationship between teachers’ professional identity and well-being and the expectations imposed upon them in a neoliberal influenced education system brings about pressures and concerns. Attempts by the teachers to achieve a balance between what they feel they ought to do (to meet policy expectations) and what they feel they should do (to meet the entitlements of children) has led to excessive workloads and complex emotional responses. Reflections on the way these teachers constructed discourses about why some children exhibit disruptive and challenging behaviours provide an understanding of how their negotiation of this challenging context impacts on the relationships they form with the children. The findings suggest that teachers experience confusion due to the complexities and contradictions they are faced with when trying to support learners identified with SEBD in an education system which incorporates policies guided by different models of disability. The study concludes by suggesting that teachers’ critical reflection on the discourses they have constructed in relation to models of disability could bring about a new way of shaping their practice. It is argued that a rights-based approach to teaching children who exhibit challenging, disruptive and concerning behaviours would emancipate children from the restrictive views and beliefs teachers seem to have developed. Approaches which focus on children’s rights to inclusive learning opportunities, which reflect their entitlement to an education, would go some way to addressing the confusion, contradiction and pressures these teachers described.

The purpose of this research is to facilitate the development and understanding of inclusive education for students with Autism Spectrum Disorder (ASD) in Saudi Arabia. The study is located within Riyadh, a city in Saudi Arabia. The culture and religion of Saudi society are central themes in this study. ASD is a complex disorder due to its characteristics, which include a lack of social skills, communication difficulties, and behaviour problems. A range of qualitative methods were adopted; interviews with twenty general education teachers (GT) and special education teachers (SET) as well as participant observation in five schools. The research seeks to identify the attitudes and practices of primary school teachers in terms of their support for children in mainstream schools. The study shows that teachers are mostly supportive and have positive attitudes toward the inclusive education of learners with ASD. The study shows barriers to inclusive education, for example, lack of time, overcrowded classrooms, curriculum, attitudes, lack of training, teaching methods and school environments and the extent to which mainstream school buildings and classrooms are suitable for inclusion of students with Special Educational Needs (SEN) in general and, more specifically, for students with ASD. Another factor that emerged from the study to support inclusive education was peer tutoring. All the teachers involved in the study are qualified in education but they need additional training and knowledge about inclusion and ASD. Finally, the study provides some practical recommendations as well as some ideas for future research and other activities.

This paper enquires into the implementation of the Government’s directives for the education of the ‘gifted and talented’, as specified in the ‘Excellence in Cities’ (EiC)document. The term ‘gifted and talented’ (GaT) has been determined by government diktat and its appropriateness is examined, as are the arguments about precise definitions, the identification of such children and the rationale for the Government choice. The current concern has its roots in the past, demanding an examination of the political and educational raison d’être for the evolving policies. The assessment of the results of such policies and arrangements sheds light on their suitability and relevance for the future and are thus considered. The experience of others to provide an appropriate education and the arrangements needed to facilitate the process justify a consideration of an international perspective. The examination of the philosophy, current arrangements made elsewhere and innovative proposals for the future of the education of the able aids the establishment of the criteria with which to judge the viability and implementation of the EiC arrangements. The methodology used to obtain research data involves interviews with those responsible for implementing the EiC directives at both City and school/college level. Their answers illuminate their approach and aspirations for the education of the GaT. The success of the policy and its implementation is assessed by means of a critical analysis of the management decisions taken, and the consequences at both City and School/College level. Triangulation is accomplished by the additional use of the data gained from expert witnesses, thus helping to determine the viability and practicality of the arrangements made and envisaged. The post modernist stance of the author, coupled with a qualitative methodology, and a possible initial bias towards a revisionist view of how the education of the able should be organised, should not necessarily invalidate the conclusions reached.

This study investigates the challenges facing leaders and managers of independent special schools during the period during when inclusion of SEN students in mainstream schools has been government policy. The challenges investigated centre around ascertaining the key role of these schools at this time, the general challenges they have faced, and the implications for them in the years ahead. This has included research on how independent special schools respond to external demands and expectations and how they balance these with their own internal imperatives. The research was carried out using an empirical phenomenological approach, with the objective of gathering qualitative data through the undertaking of interviews at both the micro and meso level of the organisational structures involved in SEN education. Participants were drawn from three approved independent special schools and three non-maintained special schools from the south east regions of England. Schools represented varying medical forms of SEN such as deafness, physical disabilities, severe learning difficulties and specific learning difficulties. Interviewees consisted of the headteacher, a deputy and classroom teacher from each school and the data was triangulated through documentation analysis using the participating schools’ recent OFSTED and CSCI reports as well as interviews with three SEN Caseworkers employed by three different LEA regions. The findings revealed that a key role for independent special schools is propping up a seemingly failing national strategy. Challenges arise from educational matters when internal visions of what good special education should mean are over-ridden by external ideologies. External accountability tends to suppress innovation and change within the school by making the change process unwieldy. External accountabilities are inclined to conflict when they encroach upon the professionalism of staff, yet complement internal interests by effecting motivation to question objectives more closely. Balancing internal/external accountabilities is no problem for these leaders and managers, because their internal imperatives will always come first. Implications for the years ahead will arise from the success or failure of the national inclusion strategy to accommodate a rising number of SEN students under limited state provision.

This thesis explores the educational inclusion experiences of children with Williams syndrome (WS) in Irish primary schools from the perspectives of the children, their parents and teachers. Almost equal numbers of parents chose mainstream and special-education placements for their child with WS, although this choice was complex. Parents were very satisfied with their child’s education regardless of setting. Parental and teacher perceptions of the WS educational profile differed little. Teachers presented a slightly broader profile, yet showed less awareness than parents of anxiety in the children. Findings indicate a capacity in the children to learn Irish and other languages successfully, despite their entitlement to exemptions from language learning in the Irish educational system. Some features associated with WS (such as sociability) enhance the inclusion of learners with WS, while certain maladaptive behaviours impede it. Evidence suggests that maladaptive behaviours may be caused by high anxiety and poor expression of emotion due to poor comprehension of negative emotions. In addition, these children display more internalizing and self-regulatory behaviours, when parent and teacher data is compared, than has previously been noted in the literature, which may actually negatively impact on the child’s educational inclusion. Both parents and teachers support the children’s learning but teachers’ special education experiences and professional development influenced quality of supports and, hence, quality of educational inclusion. Some strategies used successfully by individual teachers to support learners with WS are those traditionally associated with autism, despite the sociability associated with WS. The children had clear images of themselves as learners and could identify personal learning strengths and challenges. Their liking for physical and social activities may be important aids to concentration, participation and, hence, inclusion. Different interpretations of inclusion were evident from parents and teachers. A definition of inclusion was proposed to compare educational placements. Such a comparison showed that Irish mainstream placements should not necessarily be viewed as the most inclusive educational setting for learners with WS. Consequently, a framework, based on the individual education planning process, proposes a way to maximize the educational inclusion of children with WS, regardless of setting.

(English) The aim of this diploma thesis is to assess the current state of the educational structure of staff in university libraries on a research sample of university libraries, which are members of the Association of Libraries of Czech Universities. In the introduction, the thesis presents a brief historical excursion into the development of the position of the university librarian. At present, greater demands are placed on the skills and knowledge of the university librarian. The librarian can obtain them by starting school, retraining courses, or lifelong learning. The legislation does not yet specify the requirements of the professional competence for work as a librarian in the library. The practical part deals with the analysis of the educational structure of staff and the management of university libraries. I am interested in their attitude to further education and also what they would appreciate in this area. Data collection is ensured via a combination of a questionnaire survey and subsequent interviews, which complete the results of the questionnaires. Chosen research methods were intended for both groups. The conclusion of the thesis evaluates all findings and offers possible solutions to the problems existing in the field of further education.

(English) The aim of this diploma thesis is to assess the current state of the educational structure of staff in university libraries on a research sample of university libraries, which are members of the Association of Libraries of Czech Universities. In the introduction, the thesis presents a brief historical excursion into the development of the position of the university librarian. At present, greater demands are placed on the skills and knowledge of the university librarian. The librarian can obtain them by starting school, retraining courses, or lifelong learning. The legislation does not yet specify the requirements of the professional competence for work as a librarian in the library. The practical part deals with the analysis of the educational structure of staff and the management of university libraries. I am interested in their attitude to further education and also what they would appreciate in this area. Data collection is ensured via a combination of a questionnaire survey and subsequent interviews, which complete the results of the questionnaires. Chosen research methods were intended for both groups. The conclusion of the thesis evaluates all findings and offers possible solutions to the problems existing in the field of further education.

No description available.