Provision in Further Education Colleges for 14- to 16-Year-Olds with Social, Emotional and Behavioural Difficulties

Autor/inn/en	Macnab, Natasha; Visser, John; Daniels, Harry
Titel	Provision in Further Education Colleges for 14- to 16-Year-Olds with Social, Emotional and Behavioural Difficulties
Quelle	In: British Journal of Special Education, 35 (2008) 4, S.241-246 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Adult Education; Young Adults; Educational Change; Behavior Problems; Emotional Problems; Social Problems; Educational Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Young adult; Junger Erwachsener; Bildungsreform; Social problem; Soziales Problem; Bildungsentwicklung
Abstract	Previous research set out to identify and examine practice and provision for young people exhibiting behaviour problems who may have been placed in colleges of further education for a variety of reasons. In this paper, Natasha Macnab, John Visser and Harry Daniels explore some of the implications faced by college staff and examine some of the key themes that emerged from this previous study. The first of these themes concerns "college culture", which is seen as being "adult orientated" and therefore more likely to appeal to young people who are tired of school. Indeed, college staff suspect at times that schools are using the transition to college as an alternative to exclusion for some young people. This form of "managed transfer" raises real issues in colleges, especially when some members of college staff do not yet appreciate the "appeal of teaching young people with social, emotional and behavioural difficulties (SEBD)", regarding them as "disaffected" and "switched off" from education. The authors of this article note the need for "skilled and committed adults" to build relationships with these young people in order to promote their social inclusion. They argue that this work will require professional development for staff but will have real benefits for the young people concerned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10