An examination of the introduction of a new approach to behaviour and its effect on school culture in a special school in Wales
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This study is a case study examining the introduction of two new behavioural interventions to a special school in south Wales and their effect on that school's culture. The purpose of the study was to critically evaluate how ideas had become assimilated and adopted and to see if these behavioural interventions had made a positive impact on the school's pupils. The school has a high number of autistic children and is one of the first special schools to adopt the Direct Intervention Relationship (DIR) method of interaction to communicate with children with severe autism, in some cases children who are unable to speak or clearly articulate their needs. There were also children in the school with challenging behaviours. The school had become interested in finding a solution to the challenges of children's behaviour and had decided to pursue the ideas of Greenspan and V/ieder ( DIR) with regard to autism and those of George Matthews (Team -Teach), where physical intervention became necessary. The fusion of these two ideas proved to be the basis of the school's approach to more challenging pupils. Data were gathered via questionnaire and feedback received from staff at interview. The purpose was to establish the effectiveness or otherwise of these approaches and whether the staff employed them as a professional development tool to become more skilful in the field of special education. Findings from my research suggest that due to the implementation of the new strategies staff have a greater in-depth knowledge of pupils and the reasons behind their challenging behaviours. It is hoped the study will assist other schools hoping to introduce new behavioural strategies.
MA Education and Leadership
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