Inclusion and psychological intervention in schools: A critical autoethnography
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Dordrecht
Springer
2008
|
| Ausgabe: | 1. ed. |
| Schriftenreihe: | Inclusive Education: Cross Cultural Perspectives
6 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XI, 188 S. |
| ISBN: | 9781402063671 1402063679 9781402063688 |
Internformat
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| 264 | 1 | |a Dordrecht |b Springer |c 2008 | |
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| 650 | 4 | |a Intégration scolaire - Angleterre (Nord) | |
| 650 | 4 | |a Jeunes difficiles | |
| 650 | 4 | |a Psychologie scolaire - Angleterre (Nord) | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Inclusive education |z England, Northern | |
| 650 | 4 | |a Problem youth |x Functional assessment |z England, Northern | |
| 650 | 4 | |a School psychology |z England, Northern | |
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Datensatz im Suchindex
| _version_ | 1804137150588911616 |
|---|---|
| adam_text | Contents
Series
Editors
Foreword
.......................................
v
1.
Introduction
............................................... 1
Critical Autoethnography
..................................... 2
Why Write Autoethnographic Stories?
........................... 3
How Should These Stories be Judged?
........................... 5
Ethical Issues
............................................... 6
Traditions of Enquiry
........................................ 8
Inclusion: The Social Model of Disability and Diversity
............. 9
Inclusion and Special Educational Needs: A Professional Dilemma.
... 11
Regressive Practices
......................................... 13
Professional Knowledge
...................................... 14
The Stories
................................................ 16
Section A: Storm, Stress and Standards
2.
From Classroom to Colditz via a Learning Support Unit
........ 23
Introduction
................................................ 23
Developing a Strategy
........................................ 24
My Brief Interview with Peter
................................. 24
The Teachers Views
......................................... 26
My Reflections
............................................. 27
Peer Relationships
........................................... 27
Further Developments: The Learning Support Unit (LSU)
........... 28
From Classroom to Unit
...................................... 30
Audrey Under Pressure
....................................... 30
Audrey is Excluded
.......................................... 32
A Further Review
........................................... 33
A Further Interview with Peter
................................. 35
Colditz
.................................................. 35
Coda
..................................................... 36
viii Contents
3.
A Girl Who Squeezed in and out of Everywhere
............... 39
Introduction
................................................ 39
My Interview with Kirsty
..................................... 40
My Reflections
............................................. 41
Kirsty is Excluded
........................................... 42
The Pastoral Support Plan
(PSP)
............................... 43
The Breakthrough
........................................... 44
A Further Interview
.......................................... 45
The Drama Project
.......................................... 46
The Process: Hot Seating and other Techniques
.................. 47
Reactions
.................................................. 48
The Review
................................................ 49
The Final Interview: A Box of Tissues
........................... 50
Coda
..................................................... 51
4.
Giving up on Them : A Tale of Despair
....................... 53
Introduction
................................................ 53
The Establishment of a Nurture Group
......................... 54
The Inspector Calls Again
.................................... 55
AFailing School
........................................... 55
Teachers as Scapegoats
....................................... 56
Geoff In the Firing Line
..................................... 57
Management Speak
.......................................... 58
Giving up on Them
........................................ 59
Barry
..................................................... 60
Father Gives Me The Full Story
............................... 60
My Interview with Barry
..................................... 61
In his True Light
........................................... 63
A Development in My Role
................................... 63
Order in Chaos
............................................. 64
Jolly Good Show, Sir
....................................... 65
Putting Your Ego on the Line
.................................. 66
How Do You Love the Unlovable ?
........................... 66
Coda
..................................................... 67
Section B: Against the Trend in Primary Schools
5.
Off the Differentiation Map : Why Did Inclusion FaO?
.......... 73
Introduction
................................................ 73
My Interview with David
..................................... 75
What had I Learned about David?
.............................. 77
Exploring Support in the Mainstream
............................ 77
Contents ix
My Reflections on Inclusion in this Context
...................... 79
Strategies
.................................................. 80
Identifying
IEP
Targets
....................................... 80
Second Thoughts
.......................................... 82
Taking a Step Backwards
..................................... 84
Coda
..................................................... 85
6.
Constructing a Disordered Identity in a
Child-Centred School
....................................... 89
Introduction
................................................ 89
The Approach of John s Class Teacher
.......................... 90
My Observations
............................................ 91
The Statementing Route
...................................... 92
An Asperger s Child : Retrospective Interpretations
................ 93
John s Voice
.............................................. 94
My Interview with John
...................................... 95
Health and Safety Issues
...................................... 96
A Shoddy Diagnosis Goes Unchallenged
......................... 97
Parental Attitudes
........................................... 98
The Statement and Review
.................................... 99
The Tribunal
............................................... 100
Coda
..................................................... 102
7.
Action Research, Learning and Football Culture:
A Successful Intervention?
................................... 105
Introduction
................................................ 105
Identifying the Problem: Within Child Explanations
............... 106
A Paradox: Playing Down the Importance of Research
............ 106
An Opportunity for Action Research
............................ 108
Gary and Sam
.............................................. 108
The Inadequacies of a Cognitive Story
......................... 110
Metacognition
..............................................
Ill
A More Social Approach
..................................... 112
The Setting for Paired Work
................................... 113
The Project
................................................ 113
My Ambivalence
............................................ 114
The Language of Dialogue
.................................... 115
The Second Phase: Transfer to the Classroom
..................... 116
Sam Becomes a Teacher
...................................... 117
Coda
..................................................... 118
x
Contents
8.
On the Social Meaning of Throwing a Wobbly
and the Question of Survival in a Primary Classroom
........... 121
Introduction
............................................... 121
A Class at the Tipping Point
................................ 122
Linda s Account
........................................... 123
Dysfunctional Families?
..................................... 123
My Reflections on Linda s Account
............................ 124
Positive Handling
.......................................... 124
The Science Lesson
......................................... 126
The Need for Expertise
...................................... 127
Attempting to Manage Josh s Behaviour and Anger
.............. 127
Circle of Friends and Pupil Culture
........................... 129
Imran
.................................................... 130
The Group
................................................ 131
Pupils Reactions
........................................... 132
Negative Gossip
........................................... 132
Judith as a Crossover Person
................................ 133
Coda
.................................................... 134
Section C: Parents at the Extremities
9.
We Might be Losing Him
................................. 139
Introduction
............................................... 139
Betty s Record of Fred s Progress
............................. 140
Interviewing and Observing Fred
.............................. 141
A Buddy for Fred?
........................................ 142
Fred Gets Agitated
......................................... 143
Betty s Apology
........................................... 144
A Revised Statement?
....................................... 144
The Parents Look to Their Own Future
......................... 145
Coda
.................................................... 146
10.
That s Our Boy Down to a T
.............................. 149
Introduction
............................................... 149
Ben Down to a T
......................................... 150
An Odd Discrepancy
........................................ 150
Referral to the Cherry Tree Centre
............................. 151
The Full Picture
............................................ 152
The Question of Abuse
...................................... 153
Was Ben Faking it?
......................................... 154
Ben Continues to Make Progress
.............................. 155
Another Disorder: Pathological Demand Avoidance (PDA)
......... 155
Coda
.................................................... 156
Contents xi
11.
Conclusion:
Promoting Inclusion via the Creation
of Democratic Learning Communities
........................ 159
Inclusion and Reconstruction
................................. 159
The Role of the Educational Psychologist
....................... 160
The Baggage of History
.................................... 160
Critically Engaging with the Sen Discourse
...................... 161
Experiencing the Challenge
.................................. 162
Sustaining the Vision
...................................... 163
Towards a Broader Conversation on Inclusion
.................... 164
Linking Up With the Curriculum
.............................. 165
The Learning Curriculum
.................................... 165
The Emotional Curriculum: A Way Forward?
.................... 166
The Curriculum and Democratic Communities of Practice
......... 167
Barriers to Learning
........................................ 168
The National Curriculum
.................................... 169
The Secondary Curriculum Review
............................ 170
Schools as Democratic Learning Communities of Practice
......... 171
Final Comment
............................................ 172
Glossary
..................................................... 175
References
................................................... 179
Index
........................................................ 183
|
| adam_txt |
Contents
Series
Editors'
Foreword
.
v
1.
Introduction
. 1
Critical Autoethnography
. 2
Why Write Autoethnographic Stories?
. 3
How Should These Stories be Judged?
. 5
Ethical Issues
. 6
Traditions of Enquiry
. 8
Inclusion: The Social Model of Disability and Diversity
. 9
Inclusion and Special Educational Needs: A Professional Dilemma.
. 11
Regressive Practices
. 13
Professional Knowledge
. 14
The Stories
. 16
Section A: Storm, Stress and Standards
2.
From Classroom to 'Colditz' via a Learning Support Unit
. 23
Introduction
. 23
Developing a Strategy
. 24
My Brief Interview with Peter
. 24
The Teachers' Views
. 26
My Reflections
. 27
Peer Relationships
. 27
Further Developments: The Learning Support Unit (LSU)
. 28
From Classroom to Unit
. 30
Audrey Under Pressure
. 30
Audrey is Excluded
. 32
A Further Review
. 33
A Further Interview with Peter
. 35
'Colditz'
. 35
Coda
. 36
viii Contents
3.
A Girl Who 'Squeezed in and out of Everywhere'
. 39
Introduction
. 39
My Interview with Kirsty
. 40
My Reflections
. 41
Kirsty is Excluded
. 42
The Pastoral Support Plan
(PSP)
. 43
The Breakthrough
. 44
A Further Interview
. 45
The Drama Project
. 46
The Process: 'Hot Seating' and other Techniques
. 47
Reactions
. 48
The Review
. 49
The Final Interview: A Box of Tissues
. 50
Coda
. 51
4.
'Giving up on Them': A Tale of Despair
. 53
Introduction
. 53
The Establishment of a 'Nurture Group'
. 54
The Inspector Calls Again
. 55
'AFailing School'
. 55
Teachers as Scapegoats
. 56
Geoff 'In the Firing Line'
. 57
Management Speak
. 58
'Giving up on Them'
. 59
Barry
. 60
Father Gives Me 'The Full Story'
. 60
My Interview with Barry
. 61
'In his True Light'
. 63
A Development in My Role
. 63
Order in Chaos
. 64
'Jolly Good Show, Sir'
. 65
Putting Your Ego on the Line
. 66
How Do You 'Love' the 'Unlovable'?
. 66
Coda
. 67
Section B: Against the Trend in Primary Schools
5.
'Off the Differentiation Map': Why Did Inclusion FaO?
. 73
Introduction
. 73
My Interview with David
. 75
What had I Learned about David?
. 77
Exploring Support in the Mainstream
. 77
Contents ix
My Reflections on Inclusion in this Context
. 79
Strategies
. 80
Identifying
IEP
Targets
. 80
'Second Thoughts'
. 82
Taking a Step Backwards
. 84
Coda
. 85
6.
Constructing a 'Disordered' Identity in a
Child-Centred School
. 89
Introduction
. 89
The Approach of John's Class Teacher
. 90
My Observations
. 91
The Statementing Route
. 92
'An Asperger's Child': Retrospective Interpretations
. 93
John's 'Voice'
. 94
My Interview with John
. 95
Health and Safety Issues
. 96
A Shoddy Diagnosis Goes Unchallenged
. 97
Parental Attitudes
. 98
The Statement and Review
. 99
The Tribunal
. 100
Coda
. 102
7.
Action Research, Learning and Football Culture:
A Successful Intervention?
. 105
Introduction
. 105
Identifying the Problem: 'Within Child' Explanations
. 106
A Paradox: Playing Down the Importance of 'Research'
. 106
An Opportunity for Action Research
. 108
Gary and Sam
. 108
The Inadequacies of a Cognitive 'Story'
. 110
Metacognition
.
Ill
A More Social Approach
. 112
The Setting for Paired Work
. 113
The Project
. 113
My Ambivalence
. 114
The Language of Dialogue
. 115
The Second Phase: Transfer to the Classroom
. 116
Sam Becomes a Teacher
. 117
Coda
. 118
x
Contents
8.
On the Social Meaning of 'Throwing a Wobbly'
and the Question of Survival in a Primary Classroom
. 121
Introduction
. 121
A Class at the 'Tipping Point'
. 122
Linda's Account
. 123
Dysfunctional Families?
. 123
My Reflections on Linda's Account
. 124
Positive Handling
. 124
The Science Lesson
. 126
The Need for Expertise
. 127
Attempting to 'Manage' Josh's Behaviour and Anger
. 127
'Circle of Friends' and Pupil Culture
. 129
Imran
. 130
The Group
. 131
Pupils' Reactions
. 132
Negative Gossip
. 132
Judith as a 'Crossover' Person
. 133
Coda
. 134
Section C: Parents at the Extremities
9.
'We Might be Losing Him'
. 139
Introduction
. 139
Betty's Record of Fred's Progress
. 140
Interviewing and Observing Fred
. 141
A 'Buddy' for Fred?
. 142
Fred Gets Agitated
. 143
Betty's Apology
. 144
A Revised Statement?
. 144
The Parents Look to Their Own Future
. 145
Coda
. 146
10.
'That's Our Boy Down to a T'
. 149
Introduction
. 149
Ben 'Down to a T'
. 150
An Odd Discrepancy
. 150
Referral to the Cherry Tree Centre
. 151
The Full Picture
. 152
The Question of Abuse
. 153
Was Ben Faking it?
. 154
Ben Continues to Make Progress
. 155
Another Disorder: Pathological Demand Avoidance (PDA)
. 155
Coda
. 156
Contents xi
11.
Conclusion:
Promoting Inclusion via the Creation
of Democratic Learning Communities
. 159
Inclusion and Reconstruction
. 159
The Role of the Educational Psychologist
. 160
The 'Baggage of History'
. 160
Critically Engaging with the Sen Discourse
. 161
Experiencing the Challenge
. 162
Sustaining the 'Vision'
. 163
Towards a Broader Conversation on Inclusion
. 164
Linking Up With the Curriculum
. 165
The Learning Curriculum
. 165
The Emotional Curriculum: A Way Forward?
. 166
The Curriculum and Democratic 'Communities of Practice'
. 167
Barriers to Learning
. 168
The National Curriculum
. 169
The Secondary Curriculum Review
. 170
Schools as Democratic Learning 'Communities of Practice'
. 171
Final Comment
. 172
Glossary
. 175
References
. 179
Index
. 183 |
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| geographic | Students with disabilities England, Northern Education Students with social disabilities England, Northern Education Großbritannien (DE-588)4022153-2 gnd |
| geographic_facet | Students with disabilities England, Northern Education Students with social disabilities England, Northern Education Großbritannien |
| id | DE-604.BV022885082 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T18:51:42Z |
| indexdate | 2024-07-09T21:07:43Z |
| institution | BVB |
| isbn | 9781402063671 1402063679 9781402063688 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016090001 |
| oclc_num | 166357911 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-29 |
| owner_facet | DE-355 DE-BY-UBR DE-29 |
| physical | XI, 188 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Springer |
| record_format | marc |
| series | Inclusive Education: Cross Cultural Perspectives |
| series2 | Inclusive Education: Cross Cultural Perspectives |
| spelling | Quicke, John Verfasser aut Inclusion and psychological intervention in schools A critical autoethnography John Quicke 1. ed. Dordrecht Springer 2008 XI, 188 S. txt rdacontent n rdamedia nc rdacarrier Inclusive Education: Cross Cultural Perspectives 6 Intégration scolaire - Angleterre (Nord) Jeunes difficiles Psychologie scolaire - Angleterre (Nord) Erziehung Inclusive education England, Northern Problem youth Functional assessment England, Northern School psychology England, Northern Schule (DE-588)4053474-1 gnd rswk-swf Psychologische Beratung (DE-588)4047708-3 gnd rswk-swf Migrationshintergrund (DE-588)7544915-8 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Schulische Integration (DE-588)4126716-3 gnd rswk-swf Intervention (DE-588)4162156-6 gnd rswk-swf Students with disabilities England, Northern Education Students with social disabilities England, Northern Education Großbritannien (DE-588)4022153-2 gnd rswk-swf Schüler (DE-588)4053369-4 s Migrationshintergrund (DE-588)7544915-8 s Schulische Integration (DE-588)4126716-3 s Psychologische Beratung (DE-588)4047708-3 s DE-604 Großbritannien (DE-588)4022153-2 g Schule (DE-588)4053474-1 s Intervention (DE-588)4162156-6 s Inclusive Education: Cross Cultural Perspectives 6 (DE-604)BV017643897 6 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016090001&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Quicke, John Inclusion and psychological intervention in schools A critical autoethnography Inclusive Education: Cross Cultural Perspectives Intégration scolaire - Angleterre (Nord) Jeunes difficiles Psychologie scolaire - Angleterre (Nord) Erziehung Inclusive education England, Northern Problem youth Functional assessment England, Northern School psychology England, Northern Schule (DE-588)4053474-1 gnd Psychologische Beratung (DE-588)4047708-3 gnd Migrationshintergrund (DE-588)7544915-8 gnd Schüler (DE-588)4053369-4 gnd Schulische Integration (DE-588)4126716-3 gnd Intervention (DE-588)4162156-6 gnd |
| subject_GND | (DE-588)4053474-1 (DE-588)4047708-3 (DE-588)7544915-8 (DE-588)4053369-4 (DE-588)4126716-3 (DE-588)4162156-6 (DE-588)4022153-2 |
| title | Inclusion and psychological intervention in schools A critical autoethnography |
| title_auth | Inclusion and psychological intervention in schools A critical autoethnography |
| title_exact_search | Inclusion and psychological intervention in schools A critical autoethnography |
| title_exact_search_txtP | Inclusion and psychological intervention in schools A critical autoethnography |
| title_full | Inclusion and psychological intervention in schools A critical autoethnography John Quicke |
| title_fullStr | Inclusion and psychological intervention in schools A critical autoethnography John Quicke |
| title_full_unstemmed | Inclusion and psychological intervention in schools A critical autoethnography John Quicke |
| title_short | Inclusion and psychological intervention in schools |
| title_sort | inclusion and psychological intervention in schools a critical autoethnography |
| title_sub | A critical autoethnography |
| topic | Intégration scolaire - Angleterre (Nord) Jeunes difficiles Psychologie scolaire - Angleterre (Nord) Erziehung Inclusive education England, Northern Problem youth Functional assessment England, Northern School psychology England, Northern Schule (DE-588)4053474-1 gnd Psychologische Beratung (DE-588)4047708-3 gnd Migrationshintergrund (DE-588)7544915-8 gnd Schüler (DE-588)4053369-4 gnd Schulische Integration (DE-588)4126716-3 gnd Intervention (DE-588)4162156-6 gnd |
| topic_facet | Intégration scolaire - Angleterre (Nord) Jeunes difficiles Psychologie scolaire - Angleterre (Nord) Erziehung Inclusive education England, Northern Problem youth Functional assessment England, Northern School psychology England, Northern Schule Psychologische Beratung Migrationshintergrund Schüler Schulische Integration Intervention Students with disabilities England, Northern Education Students with social disabilities England, Northern Education Großbritannien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016090001&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV017643897 |
| work_keys_str_mv | AT quickejohn inclusionandpsychologicalinterventioninschoolsacriticalautoethnography |