Student Behaviour Self-Monitoring Enabling Inclusion

Autor/in	Jull, Stephen K.
Titel	Student Behaviour Self-Monitoring Enabling Inclusion
Quelle	In: International Journal of Inclusive Education, 13 (2009) 5, S.489-500 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Substance Abuse; Antisocial Behavior; Dropouts; Inclusive Schools; Mainstreaming; Student Behavior; Special Needs Students; Behavior Disorders; Emotional Disturbances; Self Control; Student Needs; Aggression; Children; Interpersonal Relationship; At Risk Students + Suchen Sie Ihr Suchwort? Drug use; Drug consomption; Drogenkonsum; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Inclusive school; Integrative Schule; Student behaviour; Schülerverhalten; Sonderpädagogischer Förderbedarf; Gefühlsstörung; Selbstbeherrschung; Child; Kind; Kinder; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Disruptive, antisocial behaviour remains an ongoing issue for all schools, and particularly those identified as inclusive. Children who exhibit elevated levels of antisocial behaviour have an increased risk of numerous negative life consequences, including impaired social relationships, escalating aggressive behaviours, substance abuse, and school dropout. Schools remain committed to the use of exclusions as response to disruptive behaviours, justified in terms of protecting the teaching and learning environment of others. However, exclusions disrupt the educational and social supports of these "high-risk/high-needs" students at a time when they need it most. Schools remain confounded, citing insufficient resources and time. This paper suggests student behaviour self-monitoring presents opportunities for a combined intervention and assessment strategy, increasing the capacity to identify and respond to incidents of disruptive behaviour for all students before patterned disruptive behaviours emerge or are constituted as problematic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10