Some socio-psychological needs of pupils of New Commonwealth descent in British schools.
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Some socio-psychological needs of pupils of New Commonwealth descent in British schools. by Charles I"Anson

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Published in Bradford .
Written in English


Book details:

Edition Notes

M.Sc. dissertation. Typescript.

SeriesDissertations
ID Numbers
Open LibraryOL13788633M

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  Analyses examined differences in peer relations measures, pupil behaviour, and meaningful contact across different levels of educational need. Results Compared to pupils without SEN, pupils with a statement of SEN had lower levels of peer acceptance, fewer reciprocated friendships, and were less integrated into peer : Cynthia Pinto, Ed Baines, Ioanna Bakopoulou. In book: Social Justice Re-examined: Dilemmas and Solutions for the Classroom Teachers, Chapter: Inclusive Practices for Pupils with English as an Additional Language, Publisher: Trentham Books.   The focus is on the social position and development of 20 special educational needs (SEN) pupils who were placed in mainstream primary schools. The class teacher, parent(s) and peripatetic teacher of each of the pupils were interviewed; interviews focused on the cognitive, social and social‐emotional development of the SEN by: In France the sociology of pupils has for a long time been reduced to the study of social inequalities in connection with proximity or distance from teacher expectations. Recent transformations of the educational system, and especially the fact that working-class pupils now attend secondary schools and even higher education in considerable.

Pupil Database (NPD) is a pupil level database which matches pupil and school data to pupil level attainment. The sample size of the pupils who . Because the majority of pupils are White British (about four in five pupils) they also form the majority in data on million pupils in maintained schools shows clear evidence of over- and under-representation of some minority ethnic groups among the SEN group in The focus needs to be on distinguishing the different needs of these pupils.   This was the introduction of ‘mass immigration’, where million New Commonwealth citizens of British colonised commonwealth states immigrated to England and Wales between until the mid’s (Mason, ). The term immigrant was used to define the ‘already settled population as homogenous’ post Second Word War (Mason This was the introduction of ‘mass immigration’, where million New Commonwealth citizens of British colonised commonwealth states immigrated to England and Wales between until the mid’s (Mason, ). The term immigrant was used to define the ‘already settled population as homogenous’ post Second Word War (Mason

  At the time of original publication, special education in Britain was permeated by an ideology of benevolent humanitarianism and this is ostensibly the moral framework within which the professionals – teachers, educational psychologists, medical officers – operate. The author widens the debate about special education by introducing sociological perspectives and . Tingrui Yan, Meng Deng, Ying Ma, Chinese regular education teachers’ perceptions of the holistic development of students with special educational needs in inclusive schools, International Journal of Inclusive Education, /, (), (). Low income pupils in schools with low levels of disadvantage are likely to benefit from small but positive peer group effects. 6. Ethnic minority pupils make better than average progress at secondary school. Low income ethnic minority pupils make more progress at secondary school compared to more affluent pupil s than low income White British. White British pupils: • Traveller of Irish heritage and Gypsy/Roma pupils are and times more likely than White British pupils to have SEN • Black-Caribbean pupils a have similar rate of identification to White British pupils; • Black African pupils are less likely than White British to have identified SEN.