Special Kids For Special Treatment: How Special Do You Need To Be To Find Yourself In A Special School?

Book Cover......Page 1
Half-Title......Page 2
Dedication......Page 3
Title......Page 4
Copyright......Page 5
Contents......Page 6
List of Tables......Page 7
Acknowledgments......Page 8
Warning!......Page 9
Preface......Page 12
Foreword......Page 13
Part I The Literature......Page 14
Introduction......Page 15
The Development of Compulsory Schooling and Special Education in Britain 1870–1988......Page 18
The Term ‘Maladjusted’......Page 21
The Development of Research and Thinking......Page 22
Categories......Page 23
Evaluation......Page 24
The Educational Model......Page 25
The adaptation model......Page 28
The sub-cultural model......Page 29
Interactionism......Page 31
The labelling theory......Page 32
Sociological Studies of Special Education......Page 33
Post 1981 Education Act......Page 36
A New Model......Page 37
Research Design......Page 39
Conclusion......Page 40
Notes......Page 41
Part II Burleigh High......Page 44
Buildings......Page 45
Curriculum and Timetable......Page 46
Methodology Used—General Information......Page 47
Questionnaire—General Information......Page 48
Questionnaire—Main Study......Page 49
Analysis of the General Observation Data......Page 51
Observation......Page 53
Interview......Page 54
Teacher Cooperationw......Page 55
Relationships in the Field......Page 56
Data Analysis and Groups Identified......Page 58
Notes......Page 59
Introduction......Page 62
Getting to Know Them......Page 63
Relationships with the Establishment......Page 64
School Philosophy......Page 66
Status amongst Peers......Page 68
Showing off Techniques and Perfect Balance......Page 69
How Deviant is Deviant?......Page 74
Relationships with Teachers......Page 78
Getting to Know Them......Page 80
Underlying Philosophy......Page 84
Future Plans......Page 86
Notes......Page 87
Introducing the ‘Troubled Boys’......Page 91
Relationships with School......Page 92
Feelings and Attitudes towards School......Page 94
Academic Record......Page 96
Relationships with Peers......Page 97
Lower Intelligence?......Page 101
Conclusion......Page 104
Introducing the ‘Troubled Girls’......Page 105
Relationships with School......Page 106
Academic Record......Page 108
Relationships with Peers......Page 109
Remaining in School. A Matter of Choice?......Page 110
Conclusion and Comparison between Group A and Group B......Page 112
Notes......Page 113
Part III Emery Centre......Page 116
Background......Page 117
Curriculum......Page 118
Punishments......Page 119
Observation......Page 120
The Pupils and their Relationship with me......Page 121
Notes......Page 122
Memories of the Mainstream......Page 124
Meeting the Pupils......Page 126
Relationships with Peers......Page 127
Work......Page 128
Building up Frustration......Page 129
Developing Strategies......Page 131
Conclusion......Page 135
Meeting the Pupils......Page 136
Relationships in School—Work......Page 137
Relationships with Peers......Page 138
Relationships with Teachers......Page 139
Contradictions......Page 140
Self Perception and Self Judgement......Page 143
Rationalizing......Page 146
In Pursuit of Fun......Page 150
Leaving the Mainstream: A Conscious Choice?......Page 151
Comparison between Group C and Group D......Page 152
Notes......Page 153
Part IV Comparisons and Conclusions......Page 155
Burleigh High and Emery Centre: Comparing Deviance......Page 156
Questions Arising......Page 157
Special versus Mainstream: Practice and Ethics......Page 158
A Lesson for the Future?......Page 159
Notes......Page 160
Appendices 1–14......Page 163
Appendix 1: Burleigh High-school Rules......Page 164
Appendix 2: Letter to the Parents......Page 165
Appendix 3......Page 166
Appendix 4: Pupil Questionnaire Section D Marking Technique......Page 171
Appendix 5: Burleigh High: Pupil Questionnaire......Page 173
Appendix 7: Research Diary Specimen......Page 178
Appendix 8......Page 179
Appendix 9: Letter to the Parents......Page 182
Appendix 10: Letter to the Teachers......Page 183
Appendix 11: Trouble in the Classroom......Page 184
Appendix 12......Page 185
Appendix 13: Emery Centre: Pupil Questionnaire......Page 186
Appendix 14: Emery Centre Timetable......Page 191
Bibliography......Page 192
Index......Page 203