Exclusion is our sanction of choice in England. When a pupil’s behaviour is deemed unacceptable, he or she is separated from the community; internally or externally, for a fixed period or permanently. It’s standard practice, normalised here, accepted uncritically by most as the way to discipline pupils when they cross those ‘lines in the sand’Continue reading “Why exclusion worsens behaviour”
Dr Greene maintains throughout Lost in School that “kids do well if they can; if a kid could do well, he would do well.” (p54) Challenging behaviour occurs when the demands placed on a pupil outstrip her skills to respond adaptively. To enable the precise identification of lagging skills, Greene recommends his ALSUP (Assessment of LearningContinue reading “Consequences not working? Try this.”
Originally posted on National Deaf Children's Society Campaigns blog:
Matt Keer, member of NDCS, guest blogs for us on the Ofsted/CQC consultation on SEND inspections. Dear Ofsted & CQC, I’ve got two profoundly deaf boys. I’ve sent a response to your consultation about how to inspect special educational needs and disability provision in local…
Some months ago I wrote a post about this research from the University of York which highlights what is for me the scandalous fact that more than half of poor readers are not identified as requiring intervention at any point during their secondary education. In this alarming chart from the report, poor readers are defined as those with aContinue reading ” A game changing reading intervention for secondary students”
Stay away Gove.