The experiences of learning support unit managers and students in London

[摘要] ENGLISH ABSTRACT:Following the United Kingdoms of Great Britain Government's commitment to socialinclusion in the 1990s, dramatic changes have taken place in education policy. A largeamount of time and money has been invested into the development of inclusive practices, oneof the more recent programmes being the Learning Support Unit (LSU). The LSUprogramme is seen as a way forward for social inclusion and now it is playing a growing rolein the context of national strategies to improve behaviour and attendance. As little evaluationresearch has been done, this study aims to verify good practice in relation to the guidelinesset out by the Department for Education and Skills (DfES, 2002b) and identify whether theLSU programme is truly an inclusive model. Given the commitment to inclusive educationthe world over, this study also seeks to assess whether the LSU programme would workwithin the South African Inclusive Education and Training Policy.An interpretive approach was applied to the research undertaking a programme evaluation.The qualitative techniques of interviewing, observations and discussions were used for datacollection. Interviews were conducted with LSU managers and their pupils, which were thentriangulated with data obtained from observations, informal and focus group discussions.Using an interpretive approach allowed me to become immersed in the research process anddevelop an intuitive feel for the subject. This enabled more effective verification of goodpractice in use.Interpreting the experiences and beliefs of LSU managers and their pupils in the LondonBorough of Hillingdon has verified a range of good practices. It is particularly important thatLSUs are an extension of, and fully integrated into, whole school behaviour policy. The LSUprogramme promotes social inclusion by offering in-school support to pupils withbehavioural, social and emotional development needs. These needs are addressed through ashort-term fixed period stay in the LSU while the pupils still engage in the curriculum andtheir reintegration back into class facilitated. The LSU programme could compliment theSouth African Inclusive Education and Training Policy by offering a viable programme toaddress challenging behaviour in an inclusive manner. In conclusion, the LSUs have provedto be effective in introducing social inclusion in schools. This is achieved through theiruniqueness, which allows them to target the greatest needs in their school.

[发布机构] Stellenbosch University