TABLE OF CONTENTS ABSTRACT CHAPTER ONE - INTRODUCTION CHAPTER TWO - METHODOLOGY CHAPTER THREE – LITERATURE REVIEW CHAPTER FOUR – CRITICAL REVIEW CHAPTER FIVE - CONCLUSION REFERENCES APPENDICES TOPIC...

TABLE OF CONTENTS

ABSTRACT

CHAPTER ONE - INTRODUCTION

CHAPTER TWO - METHODOLOGY

CHAPTER THREE – LITERATURE REVIEW

CHAPTER FOUR – CRITICAL REVIEW

CHAPTER FIVE - CONCLUSION

REFERENCES

APPENDICES

TOPIC : The experience of primary school teaching staff in supporting the inclusion of student having Behavioural, Emotional and Social Difficulties in the mainstream school.

ABSTRACT

The aim of this dissertation is to understand primary school teaching staff experience in their effort to help BESD students. Different approaches and recommendations will be made to help these primary school teaching staff by understanding their perspectives. The research questions that will help guide the researcher towards achieving the aims are 1. What experiences do primary school teachers have of supporting BESD students? 2. What aspects affect primary school teachers' perspectives about their commitment to serving BESD students?

METHOD

In this study, the research model is based on the constructivist research paradigm

Which is also called interpretivist. The first step involved conducting searches in order to identify literature that has sought the views of primary school teaching staff with BESD. Gender or age were not specified in order to distinguish how much literature existed. The review sought to identify literature that gathered the views of primary school teaching staff relation to their experiences and perceptions supporting the inclusion of student having social emotional and behavioural challenges Difficulties in the mainstream school.

FINDINGS

Thematic Theory analysis would help me analyse, describe and report my findings in a complex way. Findings related to this research question one found that the experience of teachers supporting students with BESD was negative and that the negative experiences had an effect on their personal lives. As regards the second research issue, many factors have been reported that have an impact on the experience of teachers supporting students with BESD, including insufficient understanding on key concepts, lack of support and inadequate pre-service and in-service practice.

Conclusion

Working with children who have been diagnosed for SEBD is a challenging situation, which is difficult for teachers because of their ineffectiveness. If preventive measure is taken to ensure the teachers' positive experience regarding to the inclusion process of students with BESD, otherwise their exclusion is a risk. In order to successfully include BESD children, commitment from all staff is needed.

Chapter 1

1.1 Introduction

In this study, I consider teachers’ perceptions of what it is like to work with children identified as having Behavioural, Emotional and Social Difficulties (BESD) in mainstream primary schools. The expectations and structures of the education system in England have changed rapidly over the last three decades (Ball, 2013). This has led to teachers experiencing multiple pressures associated with accountability, changing roles, perceptions of professional identity and new policy implementation, and has contributed to increasing stress levels and concern (Ball, 2003, Goodson, 2014, and Evans, 2011). This qualitative study explores the feelings of teaching staff who are working to support children carrying the label of BESD within this complex and challenging context. Wanting to look more closely at the experiences of teachers who work with learners who may have been identified as ‘disabled’ is problematic (Dyson, 1998). Interest in this research originated from a personal experience which led me to reflect on the challenges which primary school teaching staff are prone to and I have learned to appreciate the role their experiences may have on their practice in supporting students with BESD. At the time of the experience this issue was key to me because I have considered what impacts on the actions and attitudes of teachers. This led to my understanding that there is a possible link between the inclusion experiences of teachers and their perspective and attitude in relation to inclusion. My position as a mother and worker has been a key influence in the conduct of this dissertation and I acknowledge that this past experience is a key aspect of my positionality and it shall be explored further in the methodology (Attia and Edge, 2017).

1.2 My story and starting point for this study

The following is an example of storytelling from my own experience. It highlights how one event helped me to identify why this focus area may be relevant for further consideration. It helped me to be aware of the different perceptions of teachers within a mainstream primary school who were supporting learners with Behavioural, Emotional and Social Difficulties whilst also teaching their peers who were perceived as having no special educational needs.

I was the teaching assistant working directly with the manager in charge of a behaviour support unit working with children who had been temporarily excluded from mainstream primary education due to inappropriate and challenging behaviour in the classroom. This was one of the days when I would begin the reintegration process for two children who were almost ready to go back to their classrooms. I, and the support team, had been working with the children to help them develop their social, emotional and behavioural skills. We had been using therapeutic and nurturing strategies for almost four weeks and we felt that they were ready to go back to their respective Year 2 and Year 4 classes for two hours each day for a week. By increasing the amount of time, they spent in class, and with additional reflection time in the behaviour support unit, we felt that the success of reintegration would be increased. I had not, however, thought about how their class teachers might respond. Each teacher had found it difficult to support the children in the months leading up to the exclusions and both had talked about how upsetting and tiring those months had been. This reached a climax when each child had lost control of their emotions and actions, with one throwing a chair at the teacher and his peers, and the other pushing his teacher against a wall and shouting insults at everyone around him. In the weeks that followed, my priority had been to support the progress of the children and although I had shared informal conversations with the teachers about the children, I had not asked them how they felt about their return. Their feelings became clear when I took the children back for the first reintegration session.

The first teacher welcomed the child back with what appeared to be gritted teeth and gave him a curt “Morning”, and told him to sit down and reminded him that she didn’t “want any fuss”. The boy had been preparing an apology and a speech that included reassurances that he was going to try hard to behave appropriately; he was not given the opportunity to say this. The teacher then turned to me and said in a voice loud enough for the whole class to hear, that she did not really want him in her class anymore but that she knew she had to have him back and that the minute he “puts a foot wrong, you can come and take him back to the unit”.

The second teacher welcomed her pupil back with a wide smile and asked him how he was and told him she was glad to have him back in class. She gave him the opportunity to apologise and make his reassurances that he was going to try hard to improve his behaviour and she assured him that she would try hard to help him do this. She then explained what he and his peers would be doing during the session and asked him to sit near her so that they could work together.

As I walked back to the unit, I thought about the two different reactions from teachers who had experienced similar challenges and wondered why their responses were so different. I also knew at that point that I should have done more to listen to them and help the teachers to prepare for the return of the children to the classroom.

Looking back on that event, both teachers had experiences to share. I realised, in retrospect, that I could have asked them about the lead up to the exclusions, how they felt about the impact the children had on their teaching, and how they felt about them returning to their classrooms. The event affected how I saw my role and how I responded to the many teachers I worked with in the subsequent years. Up to that day I had never been aware of teachers’ different responses to the challenges they faced when supporting children identified as having BESD, even though I was a part of that system and world. The realisation that they may have feelings towards the children which were very different to my own was a shock to me. I began to try and anticipate the teachers’ responses when taking a child back to their class after time out so that I could prepare all those involved. It now feels increasingly clear to me that if I had listened more to the teachers, perhaps I could have been more effective in the way that I did my job.

This was the very beginning of this research study. These events led me to reflect on what might be learned from listening more closely to teachers. I felt that such stories could help me to develop a better understanding of how they felt. I was also beginning to appreciate that their experiences might impact on their role as mainstream class teachers supporting children identified as having BESD. The two teachers’ emotional responses to the children were different and I had begun to realise that their responses and feelings about what they did were having an impact on the way they supported the children. My role was to implement policy and guidance issued by the Department for Education through direction and leadership. The teachers responded by demonstrating how they felt about what they were expected to do through their feelings about the children and their roles. This highlighted to me that there was a link between their emotional responses and the expectations on them when negotiating policy and practice.

1.3 Background and Context to the Study

Regarding the background to this study, it is noteworthy that there has been a change in the structure of the UK education system in the past decades. The UK education system has adapted to the changes within the global system where several key international documents have espoused the right of all children especially those with special educational needs to be included in regular institutions (Varcoe and Boyle, 2013). The idea of ‘Education for All’ was promoted by the United Nations (UNESCO 1994; UNCRPD 2006). This meant that schools should not consider the disability of the child when accepting them into school. Regardless of the special needs of children, children have a right to full participation in mainstream schools (Armstrong et al, 2011). The result of the above is the implementation of inclusive policies in their educational system and the implication of that is the increase in number of students who have been diagnosed with special educational needs attending regular schools and classes (De Leeuw et al, 2017).

The implication of this is that all teachers, including primary schoolteachers have been allocated increased responsibilities and changed roles (Varcoe and Boyle, 2013). For schoolteachers who work with students with Social, Emotional and Behavioral Difficulties, inclusion can be a unique and challenging experience due to the problems associated with students with the condition (Soles et al, 2008). Students with BESD are characterized by deficits in social interaction, competence and emotional regulation and it impacts negatively on the social and educational life of students (Soles et al, 2008). Thus, it is understandable that most studies on students with Behavioral, Emotional and Social Difficulties (BESD) usually focus on the impacts it has on the students (Sellman, 2009; Cannon et al, 2013; Brown Hajdukova et al, 2015). The focus on students with BESD is understandable because they are not just at risk of poor academic outcome, there is the long-term risk of poor social and behavioral outcomes. The implication is that at a young age, attempts must be made to ensure that such students experience inclusion (Smeets, 2009; Cannon et al, 2013).

Nevertheless, there should be focus on the experiences of primary school teachers who have a huge role to play and their role in supporting students with BESD. The success of inclusion is anchored to the attitudes of key stakeholders in the inclusive education process (de Boer et al, 2010; Lambe, 2011; Bowman-Perrott et al, 2013). Primary schoolteachers are such stakeholders and without them, inclusion will fail, and this assumption has led to studies which focus on teacher attitudes towards inclusion (Avramidis & Norwich, 2002). Understanding teacher experience is imperative because the experiences of teachers could sometimes result in the exclusion of students. This occurs when teachers believe that the condition such as BESD would not only be detrimental to themselves but to the student with the condition as well as their peers without the disability (Bowman-Perrott et al, 2013; De Leeuw et al, 2018). This is why in their study, Hansen (2012) made emphasis to the fact that teachers are the most important decision makers with respect to the inclusion and exclusion of students and these decisions made by the teacher in the classroom environment is linked to their experiences of that situation. This shows that the experiences of teacher with regards to inclusion of students with BESD matters.

1:4 Aim and approaches

The aim of this study is to investigate / understand the views and feelings of the mainstream primary school teachers who support children identified as having social, emotional and behavioural difficulties (SEBD). To be able to understand the experience of primary school teaching staff- in their attempt to support student with Social, emotional and behavioural challenges in the mainstream school, as well as strategies for the inclusion of students with SEBD, these primary school teaching staff should be devised and given the necessary assistance. Through this knowledge of how teachers view and deal with this situation, this research will lead to the analysis of teacher discourses on the inclusion of students with SEBD in mainstream classrooms in the UK.

To find out the perceptions of teachers teaching in the context outlined above.

To develop a greater awareness of the views, feelings and experiences of the primary school teaching staff, the following research sub-questions were formulated:

1. In support of SEBD students, what are the approaches used by primary school teaching staff?

2. What is it like to support students who are identified as having SEBD?

3. How do the additional needs of children identified as having SEBD impact on the teachers’ feelings and experiences?

The research design evolved throughout the early stages of the study. I identified that the context of the mainstream primary classroom was a specific environment that could be observed, experienced and interpreted. I had intended to present a collection of individual studies which highlighted teachers’ perceptions about what it was like for them in mainstream classrooms. As the study developed it became clear that this was not going to be appropriate.

1:5 Methodology

The research approach chosen to answer the above research questions and accomplish the purpose of this study was the qualitative research approach. This research approach is rational because this study intends to collect the subjective data from participants in order to understand and give meaning to the phenomena of inclusion of students with BESD.
This research approach was related to my worldview regarding research which was constructivism. Regarding the research design which encapsulates the specific steps taken in the collection and analysis of data, this study adopted the phenomenological research design. Regarding the data collection instrument, semi-structured interview was determined to be the logical method and the data obtained was analyzed using the thematic data analysis approach.

1.5. Rationale for the Study

In the 2016 Department of Education publication titled Mental Health and Behaviour in Schools, it was noted that at the time, 16 percent of students within mainstream schools were diagnosed with a form of social, emotional and/or mental health (SEMH) difficulty (Carroll and Hurry, 2018). Studies such as Bowman-Perrott et al. (2013) find that the presence of these students in mainstream schools usually results in their exclusion further making them at-risk. Therefore, it is clear that there is an existent discrepancy between theory and practice. As it was noted, in the UK, there has been a number of policy developments regarding inclusive education (Goodson, 2014). However, when these developments occur, they occur from an idealistic standpoint (Engelbrecht et al, 2015; Haug, 2016). There is a need to consider the views and experiences of teachers who are at the vanguard with respect to the implementation of the inclusive education mandate. This study is important because it gives teachers a voice to make explicit their experiences when attempting to fulfill the precepts of most policies. This study allows teachers the opportunity to explain their experiences and feelings regarding the inclusion of students who make education a challenging process. Studies such as this current one is pertinent because it will remind readers of the discrepancy between theory and practice. Challenges abound for teachers who are tasked with supporting the needs of students, especially those with BESD (Cooper, 2003). The exclusion of students with BESD is no longer a risk but it is occurrent within the educational system. Due to the difficulties inherent in supporting students with BESD (Goodman and Burton, 2010), it was noted that head-teachers were given greater exclusionary options and the implication has a 300% increase in the number of children with BESD excluded from primary and secondary schools (DfE, 2016b; Chiderhouse, 2017).

1.6. Beneficiaries of the Study and its Contribution to Knowledge

For years, within academia, there has been concerns regarding the most effective approach in supporting the inclusion of students with BESD. This level of concern is only increased due to the failure on the part of key stakeholders to support these children. Research studies such as that of Farrell et al. (2004) argues that the market led philosophy with regards to education which the UK government has institution has led to schools relying on academic excellence as the criteria for measuring success of the school. The implication is that students with BESD are reluctantly welcomed into most educational settings. Working towards addressing the challenges involved in the inclusion of students with BESD leads to complex and interconnected issues (Farrell and Humphrey, 2009). This study has chosen to focus on the issue of teacher experiences with the aim of leading to evidence which can indicate how the inclusive service for children with BESD can be improved. In addition to improving services for children, this study will also be of importance to teachers and educators.

Chapter 2

Methodology

The design of research

For my study, I have used a qualitative methodology method because I feel its applied to my topic as well as mine own analytical point of view. In contrast with quantitative studies, qualitative analysis is focused more on words and phrases than numbers and focuses more on observations of a participant. Additionally, qualitative analysis analyses human interpretations of events or actions (Mukherji and Albon 2010, pp. 30-31).Furthermore, in contexts to conductivity, qualitative review takes into consideration not just the role of the researcher 's effect mostly on method, but also the influence of the study on the researcher (Mukerji and Albon 2010, p. 31). Specifically, I would be aiming for a qualitative method in my studies, because I am aligned with Janesick (2000). In particular, I am choosing a qualitative approach to my research since I agree with Janesick (2000) as well as her belief that qualitative methodology is politically driven and that the sample framework is bias-free or negative. Mostly as qualitative researcher, I need to explain my principles and express the theoretical framework of the study in detail, so that we can understand why my research questions were developed (Janesick, 2000).

Paradigm of Research

This research paradigm can be seen as "the essence of science that a researcher contributes to the test" (Creswell and Creswell, 2018, pp. 5-6). I interpret that paradigm as an objective perspective, centred on knowledge or desire, which influences the work conducted as well as how concepts are viewed (Creswell and Creswell, 2018). As a study, it is necessary to examine mine inner perspective and viewpoint in order to overcome the prejudice that could occurs in the analysis. Denscombe (2014) stated that research paradigm gives understanding further into researcher's views on how study must be controlled, and by presenting such perspective, the researcher creates a sense in which decision - making taken throughout the methodology section can be interpreted.

The aim of this research is to explore and to understand primary school teaching staff experience in their effort to help BESD students within the literature…………

My positionality is continually influenced by knowledge and tends to be accessible to new concepts and hypotheses that may emerge from study, I discuss this in my critical examination and analysis. The framework associated with is interpretative.

An interpreter seeks to learn and comprehend the world. As Creswell and Poth clarify, "individuals pursue knowledge of the environment in which people work wand live" (2018, p. 24). Furthermore, Mac Naughton et al suggests "interpretivism tries to understand why individuals make sense of their situations – the social world" (2010, p. 41). As an interpretative study, I intend to examine personal beliefs, and how they can be interpreted or modified within a specific context. Moreover, as an interpreter it is important to understand the historical and cultural norms that lead to an individual's experiences and lives and the influences that may have influenced them (Creswell and Poth, 2018).

Searching and Selection for the Literature Review

This paragraph would relate to the finding and collection of references for the literature review section. A literature review will be undertaken to provide relevant data regarding a specific study but also these follow a trend as highlighted by Burton and Bartlett (2009); History, meaning, focusing on current research and importance to Nevertheless, the material used for the literature is influenced by the positionality of the author(s), which may influence the formatting of the analysis and would definitely impact the literature used. According to Cohen et al stated that in planning research work before someone can advance much further, it is crucial to concentrate any study around reliability and feasibility (2011, p. 121), it may never be achieved when reviewing any literature review and is a place to start. Information can be obtaining in different places, also an important aspect of performing literature review is to provide accurate evidence that may be used basis or otherwise validate analysis. I used journal article from databases and textbooks and Library catalogue from the University resources which includes resources from government report, website and google books (Cohen et al, 2011).

The selected literature chosen in review of the literature was based on the questions of the research, another step in identifying best approach include to break down research questions into main words, and this is further outlined below. This enabled me to narrow my search, through the use of looking into key terms within the literature, reading abstracts and recognising influential authors, while ensuring that the literature used remain valid and relevant also, it's illustrated down. Which helped myself to refine my search by utilising key words in literature, trying to read abstracts, and identifying important scholars whereas maintaining that literature considered stayed accurate and appropriate. The main reading approach to use when reading included skimming and scanning,'

involving quickly checking the document for keywords, chart or subsections. Bates (2000) addresses the usage for 'scanning and skimming' as a practise for ending reading, enabling the user in order to determine how much literature is important and what detail may be required. Answering questions, is another way of reading, the How? What? When? Where? And all of these helps writers to break down the document and locate important details (Bates, 2000).

Each an individual varies in note taking from reading. Sometimes l uses various types of writing, based on how much detail I like, how broad that document is or how the detail should be for. The more frequent way of making documentation is using charts, I consider that helpful while discussing important subjects or if referring to such documents, which become simple to explain. Dimensional observations and concept mapping are the other two ways of taking note, but they're also sloppy and inconsistent, making me baffled instead of informed. Opie contributes that interpreting and understanding research studies are often difficult, that is the studies that is notified about what information individuals consider seems to be necessary, relevant and appropriate with providing answers to the research questions (Opie, 2004).

Academic material was selected to support my research methods, also, theoretical framework and my position as a researcher to further support my methodology,

Criteria for searching and sampling Strategy

This dissertation is an ‘extended literature review’ or sometimes referred to as a ‘desktop study’, this approach is known as secondary data and occurs when no primary research is carried out. Secondary data is collected through past studies. To further support my methodology, I chose academic material that supports my research methods, theoretical framework and positionality as a researcher (Mukherji and Albon, 2010). Additionally, in order to add to theoretical arguments, I chose articles from the United Nations Convention on the Rights of the Child (1989) which is perceived as a reliable source of information (Cambell et al, 2004). Lastly, I chose the following four academic searches for the critical review section of my research based on my three research questions. In my study, l has referred to academic books, texts and articles which support my methodology and constitute my literature review (Mukheji and Albon, 2010, p.249). I now intend to elaborate on the strategy l followed in order to find the texts above. Firstly, in order to find academic material that would support my methodology and research design l searched in the ‘Research Methods in Early Childhood Leadership and Practice’ module’s suggested reading list (Mukherji and Albon, 2010, p. 256). The search results were refined to a total of four key texts to be critically reviewed and analysed (Robson and McCartan, 2016; Inman et al, 2014). Of this research three main databases were explored including Ebscohost, Google Scholar and ERIC. The criteria for the search was based on empirical studies and document analysis studies carrying out qualitative research. In order to find academic material for the literature review and critical review sections of my research, l used the library of the University of East London (Mukherji and Albon, 2010 p. 257). Searching both online library and in the online catalogue provided, specific terms were entered into databases to obtain related studies for the use of analysis and critique, example of key terms used were “young children, Early year, Supporting children with SEND, Behavioural, Emotional and Social Difficulties, Children’s literature, Early childhood education ECE practitioners, …… (Mukherji and Albon, 2010). By using this resource, l guaranteed the validity of the academic materials (Mukheji and Albon, 2010). I also looked into the suggested lists of all the master’s modules (Mukherji and Albon, 2010, p.256). Additionally, looking into the bibliographies of recent published academic materials and materials l had already found proved helpful in this aspect of my research process (Mukherji and Albon, 2010). Additionally, l also looked into the bibliographies of the academic material that l had already found so as to further supplement my methodological framework (Mukherji and Albon, 2010, pp. 256-257). I also looked into the suggested lists of all the master’s programme’s modules (Mukherji and Albon, 2010, p. 256).

Strategy for reading and note taking

The strategy in reading an academic source was as follows: I would first read through the abstract and the conclusion and then I would identify the source’s parameters and decide if it was relevant to my work (Mukherji and Albon, 2010). After, I would take notes following a similar strategy to the one that Cambell, A. et al (2004) and Mukherji and Albon (2010) suggest. More specifically, I would maintain an electronic database using a Microsoft Word document where I would make note of references for the source material. Below this reference, I would also note the main points of interest and useful quotations. My notes on the source material were divided into three sections—depending on whether the information gathered was relevant to the first, second or third question of my research. I also would highlight the points of interest and the quotations if the academic source was in an electronic format. I would place post-it notes to mark useful material if the source was printed (Mukherji and Albon, 2010).

Method for Analysis

The method for analysis when conducting the critical review and analysis will be based on the work of Wallace and Wray (2016). More specifically, I will critically

review and analyse four academic articles by evaluating their methodology and

findings and drawing a conclusion (Wallace and Wray, 2016). Furthermore, I will

draw a comparative conclusion of the four academic articles that will refer to the

information provided by these sources regarding my research questions (Wallace

and Wray, 2016). The reason I chose to conduct a Critical Synopsis is due to the fact

that it will allow me the opportunity to contrast and critically evaluate different texts in

order to have a vigorous and convincing research conclusion (Wallace and Wray,

2016) The authors developed ‘Critical Synopsis Questions’, this approach consists of five questions to prompt critical reading. This is the starting point for engaging critically with literature. These are as followed; “(a) Why am I reading this? (b) What are the authors trying to achieve in writing this? (c) What are the authors claiming that is relevant to my work? (d) How convincing are these claims, and why? (e) In conclusion, what use can I make of this?” (Wallace and Wray, 2016, p. 42). This is further developed into a structure termed ‘Critical Summary’, which uses the questions to develop a framework for critical review and analysis. Wallace and Wray note that these can be used as a standalone method but can also be built upon to explore additional areas or as a starting point for further analysis. These questions were used as a framework to structure and support my critical review and analysis of four key texts. To build upon this, the structure was extended to support an evaluation of the methodologies of the texts and to address ethical principles.

This framework for structuring my critical review and summary was essential in critically engaging in the literature, it enabled me to break down the analysis into succinct reviews, which examine key relevant issues relating to my research questions. Question b, “What are the authors trying to achieve in writing this?”

(Wallace and Wray, 2016, p. 42), challenged me to distinguish and focus on key points in the literature which either influenced, challenged or supported my views and positionality.

Consent and Assent

Informed consent is a process comprised of many elements which contribute to ensuring ethical values are supported. When carrying out research with human participants it is important to obtain informed consent before they partake. This is usually in the form of a consent letter, which the participant is asked to read and sign before they partake in any of the research, this expresses that they consent to being a participant in the research and that the participant has read and understood the information included in the letter. The letter should involve a number of elements relating to ethical principles. First and foremost, the information in this letter should outline the purpose of the research, including what their role would be in the research such as a filling in a questionnaire, being interviewed on a specific topic or partaking in a focus group. Another necessary component would be; where their data will be stored, who can access this data and what the data will be used for. It should also include the right to information, if the individual wishes to have a copy of their data. It is essential for the participant to know that their data will remain anonymous and names will be changed if applicable. Most importantly, the consent letter will include the right to withdraw, this explains to the individual that they can withdraw at any point of the research. Likewise, assent should be obtained on behalf of young children, babies and vulnerable adults by an individual acting to protect the individual’s best interest and wellbeing. Before a consent letter can even reach participants, the researcher has to attain consent from the gatekeeper. Again, providing information on the research to be carried out, this will enable the gatekeeper to make an informed decision on permitting research in the setting (Mukherji and Alborn, 2018).

In my experience, there was a clear line of communication in obtaining consent from the gatekeeper. Despite this, I was unable to attain any response from any of the sample. The way in which the gatekeeper communicated with the potential participants proved to be ineffective. Which placed constraints on myself as the researcher, there was little I could do in order to obtain participants. If there was an opportunity to approach the teaching staff personally and ask for them to participate it could have been the difference in collecting data.

Confidentiality, Anonymity and Privacy

As a researcher it is important to share with participants what steps will be taken to ensure that confidentiality and privacy are maintained throughout the research and once the research is completed. Information on confidentiality is usually included in the consent letter and is shown mainly in the form of anonymity. The key factor of anonymity is to confirm that the participants name will not be used in the research, either an alias will be used or the name won’t be mentioned at all. Further to this,

Burton and Bartlett (2009) add, that the researcher has a duty of care for their participants and consideration should be taken when writing the findings as aspects of the participant could still be identifiable if an individual was to know where the research was to be carried out and this would not uphold the promise of confidentiality. The participant has the right to know what will happen to their data, including how it will be stored and how long for. This information can be included in the consent form (Burton and Bartlett, 2009). It is the responsibility of the researcher to ensure that data collected remains confidential throughout the research process, is confidentiality destroyed once the study is completed and whenever published or posted ensures that confidentiality agreement is never breeched. The BERA (2018) recommend using secure networks, use of passwords, avoiding the use of portable data storage devices, anonymising files and avoid using emails or media to share data.

My intention for carrying out research was in the form of questionnaires, information regarding data storage and destroying data was included in both the consent form and the debrief form at the end of the questionnaire. In addition, as data would have been collected via the internet this would have been kept securely on the university’s internet, under password protection.

Risks and Benefits

The risk and benefits or in some cases known as the cost/ benefit ratio, is a concept

that requires the researcher to consider the beneficial outcomes of their research will be against the personal risk the participants could be faced with.

Engaging in research can have a host of benefits which could contribute to knowledge, theoretical underpinning and phenomena. Some research could be crucial, as Cohen et al write “failure to do the research may cost society the advantages of the research findings and ultimately the opportunity to improve the human condition” (2011, p. 75). However, for the research to be ethical the researcher must consider the consequences which this could have on those involved in the study - participants, the researcher themselves, the setting and members of staff. The risks to participants involved in research could include, lowered self-esteem, embarrassment, distrust, inconvenience and stress (Cohen et al, 2011). The BERA note that on occasion the benefits of the participants could be compromised as a way of accomplishing targets, but this is this was to occur the compromises should be clearly justified. In addition, they recommend that the risks and benefits should be considered at the earliest point within the research planning. If a situation arises which could cause harm at any point in the research process, they should reconsider so that the risk is reduced.

And while it is of great importance to consider the risks to the participants it is also essential to consider the risks to oneself and anyone else involved in the study.

Along with the necessity to ensure personal safety while conducting data collection it is also important to address risks of working with sensitive subjects or in a difficult work environment. As Robson and McCartan suggest risk assessments to be carried out to ensure the safety of the researcher.

Deception

It is essential that researchers are aware of deception as an ethical consideration.

Past research studies have shown that deception is often used by researchers for the benefit of themselves. This situation could arise if the researcher is unclear about the type of research, leaving participants uninformed and confused. Or an individual is not aware they are being used as part of a study (Burton and Bartlett, 2009). For some researchers their intention is to be deceptive as a way of gaining data which suits their study, as Cohen et al summarise, deception occurs when “the researcher knowingly conceals the true purpose and conditions of the research, or else positively misinforms the subjects, or exposes them to unduly painful, stressful or embarrassing experiences, without the subjects having knowledge of what is going on” (Cohen et al, 2011, p.95). Deception goes against ethical guidelines and shows a level of disrespect for the participant giving up their time to partake. It is essential for the researcher to be open and honest with their participants during every stage of the study, to avoid any unnecessary risk of harm to the participants involved (Burton and Bartlett, 2009). Some researchers believe that deception can be used as a method of attaining data which is truthful, as long as no risk of harm is bought upon the participants (Cohen et al, 2011).

Power relations

Another aspect of ethical considerations are power relations. The BERA ethical guidelines explain power relations as ‘dual roles’, this takes place if the research is also in a position of power in the same setting which the research is due to take place, this could be a teacher, lecturer or manager (BERA, 2018). The researcher could elicit help from colleagues, team members or students which could provoke some issues within the research. Due to the nature of the relationship the participant may find it difficult to say no when asked to partake, or if they feel uncomfortable discussing issues with the researcher, they may feel unable to withdraw from the study. For the purpose of remaining ethical throughout the research, the researcher would need to address such issues before they arise (Mukherji and Albon, 2018). In a dual role the issue could arise of confidentiality, the BERA suggest that clear roles are to be defined by the researcher and the participant to ensure that confidentiality remains in place. Further to this, other suggestions include introducing a third party, or in the case of my initial study the consent letter and debrief letter both included information of the module leader. This was in place if the participant felt they could not talk to the researcher then they could seek advice and support from the module leader (BERA, 2018)

Chapter 3

LITERATURE REVIEW

Children with SEN have become classified for a long time; prior to the 1978 Warnock Committee Study (DES 1978) these children were classified as 'mal-adjusted' or 'educationally sub-normal.' Warnock led the way for integration, as we know it now, and with the implementation of the National Curriculum in 1988 (DfES 1988), the right of all children to a 'specific and balanced education' was made explicit. The publishing of the Elton Study (DfES 1989) which responded to media interest in the alleged worsening of behaviour in English schools coincided with the publication of the national curriculum. The rationale for this study has been demonstrated because it will represent a significant intervention in the area of special educational needs, an environment that also aims to enhance the inclusion experiences not only of students with special educational needs, but also about teaching staff which was concerned for supporting the needs of those students. This chapter seeks to provide a framework on the information surrounding this particular topic of teacher experience in the inclusion of BESD student in the mainstream setting. This review of the literature would have many goals by describing core principles, identifying previous work on the subject in order to provide respect to other scholars, and highlighting holes in information that need to be discussed. Most specifically, this literature review will help put this research into already published literature, so that I know why teaching staffs experience with BESD inclusive education needs additional analysis. Most specifically, this literature review will help put this research into already published literature, so that I know why teaching staffs experience with BESD inclusive education needs additional analysis.

Terminology used through the defining the history of student with BESD

Behavioural, Emotional and Social Difficulties (BESD) has been used in educational policy and practice in various forms, including Social, Emotional and behavioural difficulties (SEBD) and Emotional and Behavioural difficulties (EBD) (DfEE 1994; DfES 2001; DCSF 2009). The exact definition of BESD is a much-debated subject – even the arrangement of the B, E, S and D varies between organisations. The previous DCSF, and currently the DfE, prefer to use the acronym BESD, while SEBDA (Social, Emotional and Behavioural Difficulties Association) argue that ‘the “social” and “emotional” generally give rise to the “behaviour” and should be stressed first’ (Cole 2006: 1). The view can also be taken that placing the B first, draws unnecessary attention to the behaviour, detracting from the emotions behind it (Cole & Knowles, 2011). The most recent term used, is Social, Emotional and Mental Health (SEMH), as referred to in the current SEND code of practice (DfE, DoH 2015), although this is not intended as a direct replacement. Most recent statistics demonstrate that 17.5% of pupils in primary, secondary and special schools in English are identified as having a primary need of SEMH and receiving SEN support (Office of National Statistics: Special Educational Needs 2018). The SEND code of practice (DfE, DoH 2015) outlined a change of BESD to SEMH which reflected the changing view of BESD as part of a mental health continuum within the last few years, identified social, emotional, and mental health "(SEMH) as a key need for SEN students (DfE and DoH, 2015, p. 85). In addition, it was noted within the 2015 SENCoP that there is a correlation between mental health and behavioural difficulties in schools (DfE and DoH, 2015, p. 98). By recognising students ' mental health as the issue that leads to behaviour issues, the SENCoP (2015) represents the role of governments with relation to the medical model of disability. Student with SEMH difficulties experience disproportionate rates of exclusion from school compared to other pupils with and without SEN (Bowman-Perrott et al. 2013).

The concept of BESD has changed significantly over time and can be traced back to the ‘Butler’ Education Act (HM Government, 1994) where pupils with these needs were described as ‘maladjusted’, reflecting a medical model of disability (DfEE 1994). Thereafter, CYP identified as having BESDs have been described as presenting with hyperactive, disruptive, withdrawn behaviours and lacking in social skills (DfES 2001). However, Frederickson and Cline (2002) highlighted how the concept of BESD has had to evolve over time in accordance with changing societal and political constructions of CYP who display challenging behaviours. BESD has since become more of a fluid concept which considers the role of society, school and family (Evans, Harden. and Thomas 2003).

ISSUES THE STUDENT WITH BESD FACED

According to Childerhouse (2017) stated that the Behavioural, Emotional and Social Difficulties (BESD) faced by a significant number of children are difficult to describe. BESD is considered an adventure concept consisting of a number of conditions and their own meanings. Although there is much merit to these arguments, for consistency the term BESD will be used throughout the rest of this report, unless referring to a quote that does otherwise, as the focus of the work will be in schools. Ellis and Tod (2009) acknowledge that as a result of such broad definitions, ‘there may be very little that pupils sharing the BESD label have in common’ (2001: 244). With definitions that are so context-dependent, it is not surprising to find that categorisation of children varies from school to school.

Ekins and Grimes’ (2009) recent work in schools suggests that BESD children do feature highly in schools’ inclusion agendas, as ‘challenging behaviour’ was one of three areas of focus commonly referred to by schools when talking about inclusion, while Macbeath et al (2005: 60) found that, in general, most teachers have a positive attitude towards inclusion; however, the area they expressed most concern about was the ‘ability of schools to provide a suitable education for children with complex emotional and behavioural needs’.

According to Ekins and Grimes (2009), little seems to have changed in this area over the last five years; in the schools they worked in teachers often associated ‘inclusion’ with ‘exclusion’, and were anxious about the pupils exhibiting challenging behaviour. It seems that this anxiety may be justified; Kalambouka et al (2005) found that ‘at primary school level, the impact of inclusion of students with EBD [emotional and behavioural difficulties] on results for other children can sometimes be negative’; while Ellis and Tod (2009) state that one of the distinguishing features of a pupil with BESD is the negative effect they may have on their peers and teachers. Woolfolk et al (2010) who found SEBD to be 'Behaviours or feelings that deviate so far from the norm that they conflict with the child's own growth and development and/or the lives of others' (Woolfolk et al 2010, p.165). The description given by Woolfolk et al (2010) is stronger, as it shows what teachers should expect. Given the presence of multiple meanings and lack of a common meaning, what can be accepted within research is that understanding of BESD is subjective. What this suggests is that perception of the situation can differ among people depending on their previously existing awareness, perceptions and biases (Macleod and Munn, 2004).

What is significant, however, is that it must be understood that a BESD diagnosis is related to a special educational need.