The behaviour of EBD pupils and their perceptions of the factors and processes that are significant in relation to their own behaviour and resulting placement in special education

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/122 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/122 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/122 archive 4031 disk0/00/00/00/52 2008-01-23 15:13:35 2019-01-21 10:53:20 2011-07-19 16:12:14 thesis show 0 Wise Susan F. swise_home@yahoo.co.uk Upton Graham 1944- University of Birmingham The behaviour of EBD pupils and their perceptions of the factors and processes that are significant in relation to their own behaviour and resulting placement in special education unpub LC 30sch_educ EBD, BESD, SEBD, Emotional Behavioural Difficulties, Behaviour, SEN, Special Educational Needs, Student Voice, Student Perceptions This research project involved the collection of data from pupils with Emotional and Behavioural Difficulties (EBD), who were not attending a mainstream school, in order to gain an improved understanding of their behaviour. The factors and processes that they perceived as having influenced their behaviour were explored and analysed from a broad theoretical base. Data were collected through taped interviews with the pupils and analysed both within individual cases in order to better understand individual pupil’s experiences, and also across cases in order to highlight common experience and perception. The results revealed that EBD pupils perceive a wide range of factors and processes within the school system, wider social systems and their own individual selves, as significant in influencing their behaviour, and they are often able to describe the nature of and motives for their behaviours in some detail. It is hoped that this research will contribute to the current theoretical debates concerning the behaviour of EBD pupils, and in addition that it will encourage professionals to value and respect the pupils’ own perspective, to improve techniques and strategies for obtaining these perspectives, and to use them to ensure appropriate and successful support or provision for these pupils. 1998-07 graduation 1519953 eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties.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 337 University of Birmingham School of Education d_ph na 1998-07 graduation