This study sets out to discover how behaviour in school can be improved, in particular, for pupils with autistic spectrum condition at playtimes. It was prompted by the recognition that there had been little scholarly attention paid to playground behaviour for some years. The lack of written evidence on the subject was noted by Blatchford and other researchers in 1989; and 16 years later in 2005 Pellegrini made a similar observation. In the Primary National Strategy for playtimes and lunchtimes, DfES (2005a) it was suggested that without clear organisation structures and caring supervision, playgrounds can become unruly places where symptoms of unease can aggravate and grow. These concerns were also recognised in the school where this study took place and was a catalyst for the research. Through an action research approach of planning, implementing and then reviewing the cycles of research, some conclusions have been reached. The school where the study was conducted has since closed. It was a mixed community special school in South Yorkshire. The study was conducted by a class teacher at the school and concludes with a discussion of a topology of behaviours which could affect conduct on the playground for children with autistic spectrum condition.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:575619 |
| Date | January 2013 |
| Creators | Endicott, Susan |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/4336/ |
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