A MODEL EXPLAINING EFFECTIVE EBD PRACTICE IN MAINSTREAM SCHOOLS

Abstract

This article describes a model explaining effective EBD practice in mainstream schools. It has been developed in a series of projects by the University of Birmingham EBD Team. It focuses on the need for senior management teams to create cohesive, collaborative and purposeful schools where staff regularly review and learn from their practice. A critical mass of a school's staff has a wide understanding of the causation of EBD and of possible interventions. This knowledge and expertise informs the creation, review and implementation of policies relating to all aspects of school life. These are caring and listening schools that work closely with individual pupils and their families. It is recognised that intractable dilemmas can obstruct the realisation of the model, particularly in large schools.

Additional information

Notes on contributors

Ted Cole

Ted Cole is a research fellow at the School of Education University of Birmingham. He is a former principal of a residential special school for children with MLDIEBD. His most recent book (written with John Visser and Graham Upton) is Effective Schooling for Pupils with EBD, London: Fulton.

John Visser

Dr John Visser is a lecturer at the University of Birmingham School of Education.

Harry Daniels

Professor Harry Daniels is Professor of Special Education and Educational Psychology at the School of Education and Deputy head of School (Research) at the University of Birmingham. He has taught in mainstream schools, special schools and a prison. He is directing several research projects.