Alternative provision (AP) caters for pupils marginalised and excluded from mainstream schooling. In England, it is conceptualised in policy as providing education to support behavioural improvements (pupils are directed off-site to improve behaviour). There is limited research on the experiences of those who work in AP settings. That which does…

In England, there is a lack of qualitative data exploring the approaches used across age phases and types of schools seeking to provide alternatives to school exclusion. The study used thematic analysis and semi-structured 1:1 interviews with 46 headteachers to determine the strategies employed in their contexts. Three themes were identified:…

ADHD in India is culturally viewed as a school specific condition. Parents perceive accessing child psychiatric services as stigmatizing and prefer educational interventions for ADHD. There is a crucial need for research that restructures information and intervention paradigms about ADHD within a school context. The objectives of the present study…

This self-report study investigated 274 pre-service teachers' attitudes toward students with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using four scenarios describing students with LBD, we investigated the degree to which pre-service teachers' open-minded thinking dispositions, readiness to learn…

This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The…

Since the election of the Labour government in 1997, England has seen policy changes leading to increased rights for students with special educational needs (SEN), including those with behavioural, emotional and social difficulties (BESD), to be educated in mainstream schools. The present paper reports on the findings of a small-scale study…

Group reinforcement procedures were effective in increasing on-task and rule-following behavior of a third-grade class of 52 students that included four behavior problem students referred to special education. Intervention included the teachers setting a class goal and the class selecting a group activity for meeting the goal. (CL)

The literature and court cases point to the need for discipline alternatives for handicapped students other than suspension and expulsion. As more cases come to court, and as more specific policies are formulated, the discipline dilemma between this need and actual practice should be resolved. (JOW)

Under provisions of the 1997 Individuals with Disabilities Education Act Amendments, school officials may change a disruptive student's placement before the situation escalates and requires disciplinary measures. IDEA's purpose is to address students' disabilities, including those causing them to misbehave. Also, disabled students may be suspended…

Guidelines for effectively integrating learning-disabled or behavior problem students into regular classrooms are discussed. They include meetings between regular and special education teachers, class rules, discipline, clear directions, individualized instruction, direct instruction for skill acquisition, peer tutoring, structured activities,…

Use of Assertive Discipline procedures (emphasizing consistent application of praise and reward) were applied with two five-year olds with developmental delays and behavior problems over a one-year period. The procedures were effective in both segregated and regular classroom settings. Differential effects across types of disruptive behavior were…

Examines some obstacles to full implementation of provisions of the 1997 Amendments to the Individuals with Disabilities Education Act. Explores ways middle schools might overcome these obstacles, primarily by viewing behavior problems as errors in learning that can be ameliorated through quality instruction. Discusses ways in which schools must…

This issue paper on violence in public schools provides an overview of the problem and a joint statement by the Council of Administrators of Special Education (CASE) and the Council for Children with Behavior Disorders (CCBD). These two organizations believe that the majority of the violent, aggressive, or destructive students in U.S. schools are…

This article offers educators of classes which include students with attention deficit hyperactivity disorder with a hierarchical intervention plan that includes unstructured, moderately structured, and highly structured monitoring and instructional intervention strategies including token economy, response cost, multiteacher behavioral contracts,…

This guide is intended to help vocational teachers to manage student behavior, including that of students with handicaps and behavioral problems, in vocational educational laboratories. The guide is organized into three sections. The first section explains the different types of vocational laboratories (active and passive) and what types of…