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An Exploration of Effective Inclusive Pedagogy for Children with Special Educational Needs who Exhibit Challenging Behaviour in Mainstream Primary Schools in England Seeking ways to escape from the inclusion-exclusion maze

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Kay, Lynda ORCID: 0000-0001-5693-9533 (2023) An Exploration of Effective Inclusive Pedagogy for Children with Special Educational Needs who Exhibit Challenging Behaviour in Mainstream Primary Schools in England Seeking ways to escape from the inclusion-exclusion maze. PhD thesis, University of Gloucestershire. doi:10.46289/9NB85CR2

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Official URL: https://eprints.glos.ac.uk/14006/

Abstract

Lively learners, otherwise known as children who exhibit challenging behaviours [CB] in schools, have been a topic of concern over many years. Many lively learners have special educational needs and are highly represented in the statistics for exclusion from primary schools in England. This circumstance highlights issues relating to pedagogical approaches that, and teachers’ preparedness to, effectively manage CB. A variety of factors may underlie CB including speech, language and communication needs [SLCN]. The aim of this research was to explore factors of, and further possibilities for, effective pedagogy for children who have SLCN and exhibit CB in mainstream primary schools in England. The research employed Cultural-Historical Activity Theory as a methodological frame. The theoretical framework drew on a combination of Sen’s Capability Approach and Bourdieu’s concepts of Field, Doxa, Habitus and Capital. Data was gathered in two phases in an inner-city primary school. Phase One involved semi-structured interviews with seven adults, group interviews with 16 children, and observations and conversations throughout the period of the study. Phase Two utilised Developmental Workshop Research [DWR] labs to engage adults in exploring tensions in practice, and for conversations between children and their teachers, using visual approaches, about factors that influence participation in learning. The crucial role of a shared comprehension of inclusion, and of positive relationships, emerged from analysis of the data. The school constructed those relationships through a triadic lens of attunement, attachment and emotional security. Mental framing of behaviour as communication was identified as valuable to aid identification of causal factors underlying CB. SLCN was not routinely considered by teachers in this process. Examination of policy, literature and theory informed the construction of a typology of inclusion and exclusion, that offers a novel contribution to the field of inclusive education. The thesis concludes with recommendations for policy-makers, practice and for research aimed to support the continued development of effective inclusive practice that enables the successful participation of lively learners in education.

Item Type:

Thesis (PhD)

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