First published in 1997. This book compares and contrasts the experiences of deviant pupils in a mainstream school with that of those in a special unit for pupils with behavioural problems. The author’s aims are to (i) evaluate the differences between the behaviour of deviant boys and girls within the mainstream education system with those without; and (ii) justify the criteria for transferring deviant pupils to special units.
Her research shows that there is no uniformity in the deviant behaviour of pupils in either situation. In fact, there are more similarities in the behaviour of pupils across the dividing line than pupils in the same institution. Such findings raise questions about the apparent arbitrary nature if some transferral decisions and, in the longer term, the whole logic of separate schooling for pupils who are considered by some to be a problem.
At a time when market forces and competition have distracted the schools’ attention away from the needs of the individual pupil, this book stresses the need for changes at all levels which will make school relevant to the lives of all pupils.
List of Tables; Acknowledgements; Warning; Preface; Foreword; Part One: The Literature; 1. Looking Back; Part Two: Burleigh High; 2. How Did I Do It? I: Methodology Used in Burleigh High 3. Showing Off: Group A – The Fun-seekers of Burleigh High 4. Problems, Problems … Group B – The Troubled Ones of Burleigh High; Part Three: Emery Centre; 5. How Did I Do It? II: Methodology Used at the Emery Centre 6. In Exile; Part Four: Comparisons and Conclusions; 7. What Then?; Appendices; Bibliography; Index
This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.