Supporting student with emotional disturbance/behavioural disorder in Irish post-primary schools: replacing care support with teaching provision

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL
Bairbre Tiernan, D. McDonagh, A. Casserly
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引用次数: 4

Abstract

ABSTRACT Supporting students with emotional disturbance/behavioural disorder (EBD) in mainstream schools is complex. An alternative school-based model of provision for students with EBD, titled the Altered Provision Project (APP), was piloted in the Irish mainstream post-primary schools. The rationale behind APP was that students with EBD require additional teaching in self-management of behaviour from qualified teachers, rather than the care support provided by a Special Needs Assistant (SNA). This paper reports the findings of a review of APP, focusing on the types of interventions utilised with students with EBD that were found to be implemented the Irish mainstream post-primary schools involved in the project. Findings indicate that a range of different interventions is in place. However, schools require greater guidance and support, particularly in terms of planning and implementing bio-psychosocial approaches. Furthermore, a significant gap in the findings was the lack of evidence of multi-disciplinary interventions as reported by the participants.
在爱尔兰小学后教育中支持有情绪障碍/行为障碍的学生:用教学提供取代护理支持
在主流学校支持有情绪障碍/行为障碍(EBD)的学生是复杂的。另一种以学校为基础的为EBD学生提供服务的模式,名为“改变提供项目”(APP),在爱尔兰主流小学后学校进行了试点。应用程序的基本原理是,有EBD的学生需要来自合格教师的额外的自我管理行为的教学,而不是由特殊需要助理(SNA)提供的照顾支持。本文报告了APP审查的结果,重点是在参与该项目的爱尔兰主流小学后学校实施的EBD学生所使用的干预措施类型。调查结果表明,一系列不同的干预措施已经到位。然而,学校需要更多的指导和支持,特别是在规划和实施生物社会心理方法方面。此外,研究结果中的一个重大差距是缺乏参与者报告的多学科干预的证据。
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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