School staffs' perspectives of triggers for disruptive behaviour in a special educational needs environment
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This research reports upon school staff's perspective's of triggers for disruptive behaviour in a Special Educational Needs (SEN) environment. lt examines how a SEN impacts upon a child's holistic development and their school education. lt scrutinises best practice with regards to how school staff should include SEN children in a mainstream school. Chapter One introduces the area of study, highlighting the aims and rationale of the research. Chapter Two provides a concise summary of existing literature surrounding SEN and disruptive behaviour. Chapter Three describes the multi-method research strategy which involved visiting schools to undertake detailed observations along with face to face interviews with school staff. Chapter four includes an inductive analysis of the data accumulated from interview procedures and observation. A summary of the results is given and key themes from the data are highlighted. Key themes include teaching strategies for pupils with a SEN, links to home environment and patterns in disruptive behaviour. The chapter also details common themes from the qualitative data produced. Chapter five evaluates the process of the research and its success at achieving its aims and in particular its goal of understanding the triggers of disruptive behaviour in a SEN environment. Recommendations are made for future best practice and scope for further research is discussed.
B.A. (Hons) Educational Studies and Early Childood Studies
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