Departmental differences in attitudes to special educational needs and their impact on practice in the secondary school

240 26 600 8 865 document 600 Ellins04EdD_A1a.pdf application/pdf 0120b1a4c22ec8879ba646c824f700de MD5 2392040 2011-07-19 16:14:35 http://etheses.bham.ac.uk//id/eprint/240/1/Ellins04EdD_A1a.pdf 240 1 1 application/pdf application/pdf en public

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/600 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/600 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/600 archive 4031 disk0/00/00/02/40 2010-03-29 16:11:23 2019-01-21 10:19:34 2011-07-19 16:14:35 thesis show 0 Ellins Jean May jeanellins@jellins.freeserve.co.uk Porter J. University of Birmingham Departmental differences in attitudes to special educational needs and their impact on practice in the secondary school unpub LB1603 30sch_educ Attitudes, Special Educational Needs, Secondary School, Departmental Differences With increasing inclusion, mainstream teachers need to be sympathetic towards meeting the needs of those with special educational needs. Little previous research has considered the complex relationships between attitudes and practice and how the subject taught impacts on this. Consequently a case study approach was adopted using a Likert-type attitude scale and open-ended questions to determine the attitudes towards SEN of the teachers in one school. This suggested that teachers of the core subjects, English, maths and particularly science, were more likely to have less positive attitudes than those of other subjects. Of the core subjects, students with SEN made least progress in science at Key Stage 3. More in-depth studies, using interviews, structured and unstructured observation, of five teachers from two departments, science and English, revealed that attitudes to SEN did not necessarily relate directly to practice. Although teachers with less positive attitudes were less willing to use strategies to meet the needs of those with SEN, they did try to meet those needs. Success however, was probably more related to effectiveness as a teacher. The importance of attitudes to practice is probably related more to subtle messages effecting students' self-esteem and beliefs about their suitability for specific subjects. 2004-07 2004-02 graduation 2354548 eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 296 University of Birmingham School of Education d_ed na 2004-07 graduation